Pacing for Instruction & Assessment

August 17 – Building Meetings August 18 – Teacher Work Day Lancaster City Schools August 19 – District Meeting Day Grade 4 August 20 – First Day of School for Students August 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh Fest) Standards Calendar Pacing for Instruction & Assessment AUGUST

READING STANDARDS LANGUAGE ARTS STANDARDS

MASTERY STANDARDS (need to be instructed all year): WRITING STANDARDS (need to be instructed all year): RI.4.4. Determine the meaning of general academic and W.4.4. Produce clear and coherent writing in which the domain‐specific words or phrases in a text relevant to a grade development and organization are appropriate to task, 4 topic or subject area. purpose, and audience. RI.4.7. Interpret information presented visually, orally, or W.4.5. With guidance and support from peers and adults, quantitatively (e.g., in charts, graphs, diagrams, time lines, develop and strengthen writing as needed by planning, animations, or interactive elements on Web pages) and explain revising, and editing. how the information contributes to an understanding of the W.4.6. With some guidance and support from adults, use text in which it appears. technology, including the Internet, to produce and publish RF.4.3. Know and apply grade‐level phonics and word analysis writing as well as to interact and collaborate with others; skills in decoding words. demonstrate sufficient command of keyboarding skills to type RI.4.10. By the end of year, read and comprehend a minimum of one page in a single sitting. informational texts, including history/social studies, science, W.4.10. Write routinely over extended time frames (time for and technical texts, in the grades 4–5 text complexity band research, reflection, and revision) and shorter time frames (a proficiently, with scaffolding as needed at the high end of the single sitting or a day or two) for a range of discipline‐specific range. tasks, purposes, and audiences. RL.4.10. By the end of the year, read and comprehend MASTERY WRITING STANDARDS literature, including stories, dramas, and poetry, in the grades W.4.3.Write narratives to develop real or imagined 4–5 text complexity band proficiently, with scaffolding as experiences or events using effective technique, descriptive needed at the high end of the range. details, and clear event sequences. MASTERY INDICATORS: RL.4.1. Refer to details and examples in a text when explaining a. Orient the reader by establishing a situation and introducing what the text says explicitly and when drawing inferences from a narrator and/or characters; organize an event sequence that the text. unfolds naturally. RL.4.3. Describe in depth a character, setting, or event in a b. Use dialogue and description to develop experiences and story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). events or show the responses of characters to situations. RI.4.1. Refer to details and examples in a text when explaining c. Use a variety of transitional words and phrases to manage the what the text says explicitly and when drawing inferences from sequence of events. the text. d. Use concrete words and phrases and sensory details to convey RF.4.4. Read with sufficient accuracy and fluency to support comprehension. experiences and events precisely. a. Read grade‐level text with purpose and understanding. e. Provide a conclusion that follows from the narrated experiences or events.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM August 17 – Building Meetings August 18 – Teacher Work Day Lancaster City Schools August 19 – District Meeting Day GRADE 4 August 20 – First Day of School for Students August 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh Standards Calendar Fest Pacing for Instruction & Assessment AUGUST

LANGUAGE ARTS STANDARDS LANGUAGE ARTS STANDARDS

SPEAKING AND LISTENING STANDARDS (need to be LANGUAGE STANDARDS (need to be instructed all year): instructed all year): L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.4.1. Engage effectively in a range of collaborative f. Produce complete sentences, recognizing and correcting discussions (one‐on‐one, in groups, and teacher‐led) with inappropriate fragments and run‐ons.* diverse partners on grade 4 topics and texts, building on i. Produce simple, compound, and complex sentences. others’ ideas and expressing their own clearly. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. SL.4.6. Differentiate between contexts that call for formal a. Use correct capitalization. English (e.g., presenting ideas) and situations where informal d. Spell grade‐appropriate words correctly, consulting discourse is appropriate (e.g., small‐group discussion); use references as needed. formal English when appropriate to task and situation. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6. Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM Lancaster City Schools August 17 – Building Meetings August 18 – Teacher Work Day GRADE 4 August 19 – District Meeting Day August 20 – First Day of School for Students Standards Calendar August 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh Pacing for Instruction & Assessment Fest AUGUST

Major Standards, 70% Supporting Standards, 20% Additional Ohio Science Standards Standards, 10% - emphasis on PARCC Assessments Physical Science (PS) August-November Topic: Electricity, Heat and Matter This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat Math Learning Standards and electrical energy. The total amount of matter is conserved when it undergoes a change. Mathematical Practices 1. Make sense of problems and persevere in solving them. Energy can be transformed from one form to another or can be 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. transferred from one location to another. 4. Model with mathematics. 5. Use appropriate tools strategically. Content Statement: 6. Attend to precision. The total amount of matter is conserved when it undergoes a change. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid gas), the total amount of matter remains constant. August Generalize place value understanding for multi-digit whole numbers. 4NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value Science Inquiry and Application and division. Observe and ask questions about the natural environment. Plan and conduct simple investigations. 4NBT.2 Read and write multi-digit whole numbers using base-ten numerals, Employ simple equipment and tools to gather data and extend the senses. number names, and expanded form. Compare two multi-digit numbers Use appropriate mathematics with data to construct reasonable explanations. based on meanings of the digits in each place, using >, =, and < Communicate about observations, investigations and explanations. symbols to record the results of comparisons. Review and ask questions about the observations and explanations of others.

Major Standards Supporting Standards Additional Standards

Visual Arts Standards Ohio Social Studies Standards Perceiving/Knowing (PE) 4.GE.A.9-A map scale and cardinal and intermediate directions Use sensory details and descriptive language to identify and describe can be used to describe the relative location of physical and universal themes, subject matter and ideas expressed across arts disciplines. human characteristics of Ohio and the United States. Four Arts Disciplines: Dance, Music, Theatre, and Visual Art

Compare and contrast how the same theme is presented in the four different Second Step: 1 lesson per week areas

Student use specific descriptions

Notice and describe different visual effects resulting from artmaking techniques.

Student differentiates between art media (drawing, painting, et cetera)

Student explains reasons s/he or another artist selected the artmaking technique s/he did

Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical period.

Art forms also known as medium/media: drawing, painting, sculpture, et cetera

Techniques are the specific way in which a medium is used to create artwork

Functions: personal, functional (used for a specific purpose), spiritual (religious), decorative (just for looks)

Artistic Style: particular set of characteristics consistently seen in an artist or genre’s artwork (such as Impressionism) 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM August 17 – Building Meetings August 18 – Teacher Work Day Lancaster City Schools August 19 – District Meeting Day GRADE 4 August 20 – First Day of School for Students August 20 – Students Dismissed (Only Grades 10, 11, 12) – Frosh Standards Calendar Fest Pacing for Instruction & Assessment AUGUST

Handwriting Standards

Form and Production HW.4.2 Maintain legibility in manuscript writing.

HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing. Writing Application

HW.4.4 Know and apply grade-level handwriting skills a. Choose handwriting or keyboarding as appropriate for the task and audience.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM September 7 – All Schools Dismissed - Labor Day September 17 – Late Arrival September 24 – Interim Reports Sent to Parents Lancaster City Schools GRADE 4 Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

SEPTEMBER

READING STANDARDS LANGUAGE ARTS STANDARDS

MASTERY STANDARDS: MASTERY WRITING STANDARDS RL.4.1. Refer to details and examples in a text when explaining W.4.3.Write narratives to develop real or imagined what the text says explicitly and when drawing inferences from experiences or events using effective technique, descriptive the text. details, and clear event sequences. RL.4.3. Describe in depth a character, setting, or event in a a. Orient the reader by establishing a situation and introducing story or drama, drawing on specific details in the text (e.g., a a narrator and/or characters; organize an event sequence that character’s thoughts, words, or actions). unfolds naturally. RI.4.1. Refer to details and examples in a text when explaining b. Use dialogue and description to develop experiences and what the text says explicitly and when drawing inferences from events or show the responses of characters to situations. the text. c. Use a variety of transitional words and phrases to manage the RF.4.4. Read with sufficient accuracy and fluency to support sequence of events. comprehension. d. Use concrete words and phrases and sensory details to a. Read grade‐level text with purpose and understanding. convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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].”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM September 7 – All Schools Dismissed - Labor Day September 17 – Late Arrival Lancaster City Schools September 24 – Interim Reports Sent to Parents days GRADE 4 Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

SEPTEMBER Language Arts Standards Language Arts Standards

Mastery Speaking and Listening Standards: Mastery Language Arts Standards:

SL.4.1. Engage effectively in a range of collaborative L.4.1. Demonstrate command of the conventions of standard discussions (one‐on‐one, in groups, and teacher‐led) with English grammar and usage when writing or speaking. diverse partners on grade 4 topics and texts, building on a. Use relative pronouns (who, whose, whom, which, that) others’ ideas and expressing their own clearly. and relative adverbs (where, when, why). a. Come to discussions prepared, having read or studied b. Form and use the progressive (e.g., I was walking; I am required material; explicitly draw on that preparation and walking; I will be walking) verb tenses. other information known about the topic to explore ideas f. Produce complete sentences, recognizing and correcting under discussion. inappropriate fragments and run‐ons.* b. Follow agreed‐upon rules for discussions and carry out L.4.2. Demonstrate command of the conventions of standard assigned roles. English capitalization, punctuation, and spelling when writing. SL.4.2.Paraphrase portions of a text read aloud or information b. Use commas and quotation marks to mark direct speech and presented in diverse media and formats, including visually, quotations from a text. quantitatively, and orally. L.4.3. Use knowledge of language and its conventions when SL.4.4. Report on a topic or text, tell a story, or recount an writing, speaking, reading, or listening. experience in an organized manner, using appropriate facts a. Choose words and phrases to convey ideas precisely.* and relevant, descriptive details to support main ideas or b. Choose punctuation for effect.* themes; speak clearly at an understandable pace. L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM September 7 – All Schools Dismissed - Labor Day September 17 – Late Arrival Lancaster City Schools September 24 – Interim Reports Sent to Parents GRADE 4 Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

SEPTEMBER Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments

Math Learning Standards

Use the four operations with whole numbers to solve problems. Mathematical Practices 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 1. Make sense of problems and persevere in solving them. 35= 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 2. Reason abstractly and quantitatively. 5. Represent verbal statements of multiplicative comparisons as multiplication 3. Construct viable arguments and critique the reasoning of others. equations. 4. Model with mathematics. 5. Use appropriate tools strategically. Gain familiarity with factors and multiples. 6. Attend to precision. 7. Look for and make use of structure. 4.OA.3 Solve multistep word problems posed with whole numbers and 8. Look for and express regularity in repeated reasoning. having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the September reasonableness of answers using mental computation and estimation strategies including rounding. Generalize place value understanding for multi-digit whole numbers.

4NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value Major Standards Supporting Standards Additional Standards and division. 4NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4NBT.3. Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM

Major Standards Supporting Standards Additional Standards Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments

Math Learning Standards

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

September

Generalize place value understanding for multi-digit whole numbers.

4NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 4NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4NBT.3. Use place value understanding to round multi-digit whole numbers to any place.

Use place value understanding and properties of operations to perform multi-digit arithmetic.

4NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Major Standards Supporting Standards Additional Standards

September 7 – All Schools Dismissed - Labor Day September 17 – Late Arrival September 24 – Interim Reports Sent to Parents Lancaster City Schools GRADE 4 Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

SEPTEMBER

Ohio Science Standards Ohio Social Studies Standards

Physical Science (PS) August-November 4.GEA. 9- A map scale and cardinal and intermediate directions can be used to Topic: Electricity, Heat and Matter describe the relative location of physical and human characteristics of Ohio and the United States. This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as 4.GE.B.10-The economic development of the United States continues to they relate to heat and electrical energy. influence and be influenced by agriculture, industry and natural resources in The total amount of matter is conserved when it undergoes a Ohio. change. 4.GE.C.12 -People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the Energy can be transformed from one form to another or can be environment in Ohio and the United States. transferred from one location to another.

Content Statement: The total amount of matter is conserved when it undergoes a Technology Standards change. Common Sense Unit 2: Lesson 1 • Understand the functions of passwords When an object is broken into smaller pieces, when a solid is • Identify strategies for creating and protecting secure passwords dissolved in a liquid or when matter changes state (solid, liquid gas), the total amount of matter remains constant. • Create their own secure passwords using the lesson guidelines

Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Use appropriate mathematics with data to construct reasonable explanations. Communicate about observations, investigations and explanations. Review and ask questions about the observations and explanations of others. 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM September 7 – All Schools Dismissed - Labor Day September 17 – Late Arrival Lancaster City Schools September 24 – Interim Reports Sent to Parents GRADE 4 Standards Calendar Pacing for Instruction & Assessment SEPTEMBER

Handwriting Standards Visual Arts Standards Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, Perceiving/Knowing (PE) using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application Use sensory details and descriptive language to identify and describe HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or universal themes, subject matter and ideas expressed across arts disciplines. keyboarding as appropriate for the task and audience. Four Arts Disciplines: Dance, Music, Theatre, and Visual Art Production Compare and contrast how the same theme is presented in the four different KB.4.1 Use a keyboard to create written documentsa. Consistently use the home areas keys.Consistently type words and sentences with punctuation without looking at the keyboard.Type special characters ($, #, *, etc.) as needed Student use specific descriptions with proper finger strokes, including little finger on the Shift key. Notice and describe different visual effects resulting from artmaking KB.4.2 Demonstrate an understanding of proper spacing in electronic techniques. text. Use the spacebar and Tab key as appropriate for the deliberate spacing of typed text.Recognize the space differences (kerning) between Student differentiates between art media (drawing, painting, et cetera) common typefaces (e.g., Arial versus Times New Roman). Student explains reasons s/he or another artist selected the artmaking Word Processing technique s/he did KB.4.3 Know and apply grade-level keyboarding skills.a. Use keyboarding skills for a variety of class work.b. Type at least one page in a single setting. Compare and contrast art forms, techniques and functions and artistic styles KB.4.4 Demonstrate beginning knowledge of word processing from a variety of cultures and historical periods. skills to produce written text. a. Transfer hand-written work into a typed document.b. Use menu and ruler formatting tools to change margins.c. Use menu- Art forms also known as medium/media: drawing, painting, sculpture, et driven commands to change paragraph settings cetera (justification, indentation, line spacing).d. Use Spell Check and Thesaurus in electronic documents. Techniques are the specific way in which a medium is used to create artwork

Functions: personal, functional (used for a specific purpose), spiritual (religious), decorative (just for looks)

Artistic Style: particular set of characteristics consistently seen in an artist or genre’s artwork (such as Impressionism) 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM October 7 – Late Arrival Lancaster City Schools October 15 – All Schools Dismissed - Fairfield County Fair October 16 – All Schools Dismissed - Fairfield County Fair GRADE 4 October 23-- End of Grading Period Standards Calendar Pacing for Instruction & Assessment OCTOBER

Reading Standards Writing Standards

Mastery Standards: Mastery Standards: RL.4.6. Compare and contrast the point of view from which W.4.3.Write narratives to develop real or imagined different stories are narrated, including the difference experiences or events using effective technique, descriptive between first‐ and third‐person narrations. details, and clear event sequences. RI.4.6. Compare and contrast a firsthand and secondhand a. Orient the reader by establishing a situation and introducing account of the same event or topic; describe the differences in a narrator and/or characters; organize an event sequence that focus and the information provided. unfolds naturally. RI.4.9. Integrate information from two texts on the same topic b. Use dialogue and description to develop experiences and in order to write or speak about the subject knowledgeably. events or show the responses of characters to situations. RF.4.3. Know and apply grade‐level phonics and word analysis c. Use a variety of transitional words and phrases to manage the skills in decoding words. sequence of events. a. Use combined knowledge of all letter‐sound d. Use concrete words and phrases and sensory details to convey correspondences, syllabication patterns, and morphology (e.g., experiences and events precisely. roots and affixes) to read accurately unfamiliar multisyllabic e. Provide a conclusion that follows from the narrated experiences or words in context and out of context. events. RF.4.4. Read with sufficient accuracy and fluency to support W.4.9. Draw evidence from literary or informational texts to comprehension. support analysis, reflection, and research. a. Read grade‐level text with purpose and understanding. a. 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].”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM October 7 – Late Arrival October 15 – All Schools Dismissed - Fairfield County Fair October 16 – All Schools Dismissed - Fairfield County Fair Lancaster City Schools October 23-- End of Grading Period GRADE 4 Standards Calendar Pacing for Instruction & Assessment OCTOBER

Mastery Speaking and Listening Standards: Mastery Language Standards:

Major Standards, 70% Supporting Standards, 20% Math Learning Standards Additional Standards, 10% - emphasis on PARCC Assessments

Math Learning Standards

Mathematical Practices Gain familiarity with factors and multiples 1. Make sense of problems and persevere in solving them. 4.OA.4. Recognize that a whole number is a multiple of each of its factors. 2. Reason abstractly and quantitatively. Determine whether a given whole number in the range 1–100 is a multiple of a 3. Construct viable arguments and critique the reasoning of others. given one-digit number 4. Model with mathematics. 5. Use appropriate tools strategically. Use place value understanding and properties of operations to 6. Attend to precision. perform multi-digit arithmetic. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based Use the four operations with whole numbers to solve problems. on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 models. = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons Solve problems involving measurement and conversion of measurements as multiplication equations. from a larger unit to a smaller unit. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and for the unknown number to represent the problem, distinguishing mathematical problems. For example, find the width of a rectangular room multiplicative comparison from additive comparison.1 given the area of the flooring and the length, by viewing the area formula 4.OA.3 Solve multistep word problems posed with whole numbers and having as a multiplication equation with an unknown factor. whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Major Standards Supporting Standards Additional Standards

Ohio Science Standards Ohio Social Studies Standards

Physical Science (PS) August-November 4.GE.C.12 -People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the Topic: Electricity, Heat and Matter environment in Ohio and the United States. This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy. 4HI.A.1- The order of significant events in Ohio and the United The total amount of matter is conserved when it undergoes a change. States can be shown on a timeline.

Energy can be transformed from one form to another or can be 4.HIA.2 -Primary and secondary sources can be used to create historical narratives. transferred from one location to another.

Content Statement: 4.HIB.3- Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers The total amount of matter is conserved when it undergoes a change. and immigrants. Interactions among these groups have resulted in When an object is broken into smaller pieces, when a solid is dissolved both cooperation and conflict. in a liquid or when matter changes state (solid, liquid gas), the total amount of matter remains constant.

Second Step: 1 lesson per week Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Use appropriate mathematics with data to construct reasonable explanations. Communicate about observations, investigations and explanations. Review and ask questions about the observations and explanations of others.

Visual Arts Standards Handwriting Standards Form and ProductionHW.4.2 Maintain legibility in manuscript writing. Perceiving/Knowing (PE) HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and Use sensory details and descriptive language to identify and describe paragraphs in cursive with proper spacing.Writing Application universal themes, subject matter and ideas expressed across arts disciplines. HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task Four Arts Disciplines: Dance, Music, Theatre, and Visual Art and audience.

Compare and contrast how the same theme is presented in the four different Production areas KB.4.1 Use a keyboard to create written documentsa. Consistently use the home keys.Consistently type words and sentences with punctuation without Student use specific descriptions looking at the keyboard.Type special characters ($, #, *, etc.) as needed with Notice and describe different visual effects resulting from artmaking proper finger strokes, including little finger on the Shift key. techniques. KB.4.2 Demonstrate an understanding of proper spacing in electronic text. Use the spacebar and Tab key as appropriate for the deliberate Student differentiates between art media (drawing, painting, et cetera) spacing of typed text.Recognize the space differences (kerning) between common Student explains reasons s/he or another artist selected the artmaking typefaces (e.g., Arial versus Times New Roman). technique s/he did Word Processing KB.4.3 Know and apply grade-level keyboarding skills.a. Use keyboarding Compare and contrast art forms, techniques and functions and artistic styles skills for a variety of class work.b. Type at least one page in a single setting. from a variety of cultures and historical periods. KB.4.4 Demonstrate beginning knowledge of word processing skills to produce written text. a. Transfer hand-written work into a typed Art forms also known as medium/media: drawing, painting, sculpture, et document.b. Use menu and ruler formatting tools to change margins.c. Use cetera menu-driven commands to change paragraph settings (justification, indentation, line spacing).d. Use Spell Check and Techniques are the specific way in which a medium is used to create artwork Thesaurus in electronic documents.

Functions: personal, functional (used for a specific purpose), spiritual (religious), decorative (just for looks)

Artistic Style: particular set of characteristics consistently seen in an artist or genre’s artwork (such as Impressionism)

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM November 6 – Elementary Students Dismissed – Lancaster City Schools Parent/Teacher Conf. November 11 – Late Arrival GRADE 4 November 25 - All Students Dismissed - Standards Calendar Parent/Teacher Conferences November 26 & 27 - All Schools Dismissed Pacing for Instruction & Assessment -Thanksgiving Holiday NOVEMBER

Reading Standards Writing Standards

Mastery Standards: W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RL.4.2. Determine a theme of a story, drama, or poem from a. Introduce a topic clearly and group related information in details in the text; summarize the text. paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding RL.4.3. Describe in depth a character, setting, or event in a comprehension. story or drama, drawing on specific details in the text (e.g., a b. Develop the topic with facts, definitions, concrete details, character’s thoughts, words, or actions). quotations, or other information and examples related to the topic. RL.4.5. Explain major differences between poems, drama, and c. Link ideas within categories of information using words and prose, and refer to the structural elements of poems (e.g., phrases (e.g., another, for example, also, because). verse, rhythm, meter) and drama (e.g., casts of characters, d. Use precise language and domain‐specific vocabulary to settings, descriptions, dialogue, stage directions) when writing inform about or explain the topic. or speaking about a text. e. Provide a concluding statement or section related to the information or explanation presented. RL.47. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where W.4.7. Conduct short research projects that build knowledge each version reflects specific descriptions and directions in the through investigation of different aspects of a topic. text. W.4.9. Draw evidence from literary or informational texts to RF.4.4. Read with sufficient accuracy and fluency to support support analysis, reflection, and research. comprehension. a. Apply grade 4 Reading standards to literature (e.g., b. Read grade‐level prose and poetry orally with accuracy, “Describe in depth a character, setting, or event in a story or appropriate rate, and expression. drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM November 6 – Elementary Students Dismissed – Parent/Teacher Conf. Lancaster City Schools November 11 – Late Arrival GRADE 4 November 25 - All Students Dismissed - Parent/Teacher Conferences Standards Calendar November 26 & 27 - All Schools Dismissed Pacing for Instruction & Assessment -Thanksgiving Holiday NOVEMBER

Language Arts Standards Language Arts Standards

Mastery Speaking and Listening Standards: Mastery Language Arts Standards:

SL.4.1. Engage effectively in a range of collaborative L.4.1. Demonstrate command of the conventions of standard discussions (one‐on‐one, in groups, and teacher‐led) with English grammar and usage when writing or speaking. diverse partners on grade 4 topics and texts, building on c. Use modal auxiliaries (e.g., can, may, must) to convey others’ ideas and expressing their own clearly. various conditions. d. Order adjectives within sentences according to conventional a. Come to discussions prepared, having read or studied patterns (e.g., a small red bag rather than a red small bag). required material; explicitly draw on that preparation and e. Form and use prepositional phrases. other information known about the topic to explore ideas i. Produce simple, compound, and complex sentences. under discussion. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Follow agreed‐upon rules for discussions and carry out b. Use commas and quotation marks to mark direct speech and assigned roles. quotations from a text. L.4.3. Use knowledge of language and its conventions when SL.4.2.Paraphrase portions of a text read aloud or information writing, speaking, reading, or listening. presented in diverse media and formats, including visually, a. Choose words and phrases to convey ideas precisely.* quantitatively, and orally. b. Choose punctuation for effect.* L.4.4. Determine or clarify the meaning of unknown and SL.4.4. Report on a topic or text, tell a story, or recount an experience multiple‐meaning words and phrases based on grade 4 reading in an organized manner, using appropriate facts and relevant, and content, choosing flexibly from a range of strategies. descriptive details to support main ideas or themes; speak clearly at an b. Use common, grade‐appropriate Greek and Latin affixes and understandable pace. roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM November 6 – Elementary Students Dismissed – Parent/Teacher Conf. Lancaster City Schools November 11 – Late Arrival November 25 - All Students Dismissed - GRADE 4 Parent/Teacher Conferences Standards Calendar November 26 & 27 - All Schools Dismissed -Thanksgiving Holiday Pacing for Instruction & Assessment NOVEMBER

Major Standards, 70% Supporting Standards, 20% Math Learning Standards Additional Standards, 10% - emphasis on PARCC Assessments Math Learning Standards Use place value understanding and properties of operations to perform Mathematical Practices multi-digit arithmetic. 1. Make sense of problems and persevere in solving them. 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole 2. Reason abstractly and quantitatively. number, and multiply two two-digit numbers, using strategies based 3. Construct viable arguments and critique the reasoning of others. on place value and the properties of operations. Illustrate and explain 4. Model with mathematics. the calculation by using equations, rectangular arrays, and/or area 5. Use appropriate tools strategically. models. 6. Attend to precision. 7. Look for and make use of structure. 4.NBT.6 Find whole-number quotients and remainders with up to four-digit 8. Look for and express regularity in repeated reasoning. dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between Use the four operations with whole numbers to solve problems. multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1

4.OA.3 Solve multistep word problems posed with whole numbers and having Whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Gain familiarity with factors and multiples. Major Standards Supporting Standards Additional Standards 4.OA.4-2 Determine whether a given whole number in the range 1–100 is prime or composite.

Ohio Science Standards Ohio Social Studies Standards

Physical Science (PS) August-November 4.HIB.3- Various groups of people have lived in Ohio over time Topic: Electricity, Heat and Matter including prehistoric and historic American Indians, migrating settlers This topic focuses on the conservation of matter and the processes of and immigrants. Interactions among these groups have resulted in both cooperation and conflict. energy transfer and transformation, especially as they relate to heat and electrical energy. The total amount of matter is conserved when it undergoes a change. 4.HI.B.4- The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the Energy can be transformed from one form to another or can be American Revolution and to form a new nation. transferred from one location to another. 4.HI.B.5. The Northwest Ordinance established a process for the Content Statement: creation of new states and specified democratic ideals to be The total amount of matter is conserved when it undergoes a change. incorporated in the states of the Northwest Territory.

When an object is broken into smaller pieces, when a solid is dissolved in a liquid or when matter changes state (solid, liquid gas), the total amount of matter remains constant.

Move on to December Standards if finished. TECHNOLOGY STANDARDS Common Sense Unit 2: Lesson 2 Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. establish expectations and norms for the group related to appropriate Employ simple equipment and tools to gather data and extend the online behavior. senses. Use appropriate mathematics with data to construct reasonable explanations. participate resonsibly and respectfully in an online community. Communicate about observations, investigations and explanations. Review and ask questions about the observations and explanations of collaborate on a classroom motto about digital citizenship. others.

Visual Arts Standards (Artist names are hyper linked. If you hold Control and then right click on mouse)

Strand Perceiving/Knowing (PE) 4PE Identify and describe how artists from various cultural and ethnic groups have (Artist names are hyper linked. If you hold Control and then right click on mouse) impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely 4PE Identify and describe how artists from various cultural and ethnic groups have recognized artists. impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists. Jenny Holzer, conceptual artist (Gallipolis)**

William Jacob Baer , painter Joseph Kosuth, conceptual artist (Toledo)

George Bellows , painter (Columbus)** Maya Lin, sculptor (Athens)**

Charles E. Burchfield, painter (Ashtabula Harbor) Mike Parobeck, cartoonist (Lancaster)**

Milton Caniff, cartoonist (Hillsboro) Tom Wesselmann , pop artist (Cincinnati)

Joseph DeCamp, painter (Cincinnati) Clarence White , photographer (Newark)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington) PE Link ideas in and design of works of art to the emotions and moods expressed in them. Carl Gaertner, painter (Cleveland) Identify specific emotion/mood in artwork Ann Hamilton, artist (Lima) Determine and describe the visual clues that portray the emotion/mood

Robert Henri, painter (Cincinnati) (such as color, image arrangement, et cetera)

6PE Identify and name the sources for artmaking ideas (e.g., self, Maya Lin, sculptor (Athens)** environment and other people).

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus)

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus)

Fred Schrier , comic book artist (Kirtland)

Dave Sheridan , comic book artist (Cleveland)

Howard Dwight Smith, architect (Dayton)**

Lily Martin Spencer , painter (Avondale/Marietta)

Tom Tsuchiya , sculptor (Cincinnati)

John Henry Twachtman , painter (Cincinnati)

Worthington Whittredge , painter (Springfield) Visual Arts Standards

Strand Perceiving/Knowing (PE) (Artist names are hyper linked. If you hold Control and then right click on mouse) 4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists.

William Jacob Baer , painter

George Bellows , painter (Columbus)**

Charles E. Burchfield, painter (Ashtabula Harbor)

Milton Caniff, cartoonist (Hillsboro)

Joseph DeCamp, painter (Cincinnati)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington)

Carl Gaertner, painter (Cleveland)

Ann Hamilton, artist (Lima)

Robert Henri, painter (Cincinnati)

Maya Lin, sculptor (Athens)**

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus)

Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus)

Fred Schrier , comic book artist (Kirtland) November 6 – Elementary Students Dismissed – Lancaster City Schools Parent/Teacher Conf. Dave Sheridan , comic book artist (Cleveland) November 11 – Late Arrival GRADE 4 November 25 - All Students Dismissed - Howard Dwight Smith, architect (Dayton)** Parent/Teacher Conferences Standards Calendar November 26 & 27 - All Schools Dismissed

PacingLily Martin Spencer for ,Instruction painter (Avondale/Marietta) & Assessment -Thanksgiving Holiday NOVEMBER 17 Instructional Days Tom Tsuchiya , sculptor (Cincinnati) Handwriting Standards John Henry Twachtman , painter (Cincinnati) Form and ProductionHW.4.2 Maintain legibility in manuscript writing. Worthington Whittredge , painter (Springfield) HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task and audience. Production KB.4.1 Use a keyboard to create written documentsa. Consistently use the home keys.Consistently type words and sentences with punctuation without looking at the keyboard.Type special characters ($, #, *, etc.) as needed with proper finger strokes, including little finger on the Shift key. KB.4.2 Demonstrate an understanding of proper spacing in electronic text. Use the spacebar and Tab key as appropriate for the deliberate spacing of typed text.Recognize the space differences (kerning) between common typefaces (e.g., Arial versus Times New Roman). Word Processing KB.4.3 Know and apply grade-level keyboarding skills.a. Use keyboarding skills for a variety of class work.b. Type at least one page in a single setting. KB.4.4 Demonstrate beginning knowledge of word processing skills to produce written text. a. Transfer hand-written work into a typed document.b. Use menu and ruler formatting tools to change margins.c. Use menu-driven commands to change paragraph settings (justification, indentation, line spacing).d. Use Spell Check and Thesaurus in electronic documents.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM December 3 – Interim Reports Sent to Parents Lancaster City Schools December 8 – Late Arrival GRADE 4 December 21 – January 1 - All Schools Standards Calendar Dismissed - Holiday Vacation Pacing for Instruction & Assessment DECEMBER

Reading Standards Writing Standards:

Mastery Standards: W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RL.4.2. Determine a theme of a story, drama, or poem from a. Introduce a topic clearly and group related information in details in the text; summarize the text. paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding RL.4.3. Describe in depth a character, setting, or event in a comprehension. story or drama, drawing on specific details in the text (e.g., a b. Develop the topic with facts, definitions, concrete details, character’s thoughts, words, or actions). quotations, or other information and examples related to the topic. RL.4.5. Explain major differences between poems, drama, and c. Link ideas within categories of information using words and prose, and refer to the structural elements of poems (e.g., phrases (e.g., another, for example, also, because). verse, rhythm, meter) and drama (e.g., casts of characters, d. Use precise language and domain‐specific vocabulary to settings, descriptions, dialogue, stage directions) when writing inform about or explain the topic. or speaking about a text. e. Provide a concluding statement or section related to the information or explanation presented. RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where W.4.7. Conduct short research projects that build knowledge each version reflects specific descriptions and directions in the through investigation of different aspects of a topic. text. W.4.9. Draw evidence from literary or informational texts to RF.4.4. Read with sufficient accuracy and fluency to support support analysis, reflection, and research. comprehension. a. Apply grade 4 Reading standards to literature (e.g., b. Read grade‐level prose and poetry orally with accuracy, “Describe in depth a character, setting, or event in a story or appropriate rate, and expression. drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM December 3 – Interim Reports Sent to Parents Lancaster City Schools December 8 – Late Arrival GRADE 4 December 21 – January 1 - All Schools Dismissed - Holiday Vacation Standards Calendar Pacing for Instruction & Assessment DECEMBER

Language Arts Standards: Language Arts Standards: Mastery Language Arts Standards: Mastery Speaking and Listening Standards: L.4.1. Demonstrate command of the conventions of standard SL.4.1. Engage effectively in a range of collaborative English grammar and usage when writing or speaking. discussions (one‐on‐one, in groups, and teacher‐led) with c. Use modal auxiliaries (e.g., can, may, must) to convey diverse partners on grade 4 topics and texts, building on various conditions. others’ ideas and expressing their own clearly. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). c. Pose and respond to specific questions to clarify or follow up e. Form and use prepositional phrases. on information, and make comments that contribute to the i. Produce simple, compound, and complex sentences. discussion and link to the remarks of others. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Review the key ideas expressed and explain their own ideas b. Use commas and quotation marks to mark direct speech and and understanding in light of the discussion. quotations from a text. SL.4.4. Report on a topic or text, tell a story, or recount an L.4.3. Use knowledge of language and its conventions when experience in an organized manner, using appropriate facts writing, speaking, reading, or listening. and relevant, descriptive details to support main ideas or a. Choose words and phrases to convey ideas precisely.* themes; speak clearly at an understandable pace. b. Choose punctuation for effect.*

L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. b. Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments Math Learning Standards Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

Mathematical Practices 4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 1. Make sense of problems and persevere in solving them. a. Understand addition and subtraction of fractions as joining and 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. separating parts referring to the same whole. 4. Model with mathematics. 5. Use appropriate tools strategically. b. Decompose a fraction into a sum of fractions with the 6. Attend to precision. same denominator in more than one way, recording each 7. Look for and make use of structure. decomposition by an equation. Justify decompositions, e.g., by 8. Look for and express regularity in repeated reasoning. using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; Use place value understanding and properties of operations to 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. perform multi-digit arithmetic. c. Add and subtract mixed numbers with like denominators, e.g., by 4.NBT.6 Find whole-number quotients and remainders with up to four-digit replacing each mixed number with an equivalent fraction, and/or dividends and one-digit divisors, using strategies based on place by using properties of operations and the relationship between value, the properties of operations, and/or the relationship between addition and subtraction. multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. d. Solve word problems involving addition and subtraction Extend understanding of fraction equivalence and ordering. of fractions referring to the same whole and having like 4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) denominators, e.g., by using visual fraction models and equations by using visual fraction models, with attention to how the number and to represent the problem. size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.1, 2, and 3 are meant to continue into January. 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and Major Standards Supporting Standards Additional Standards justify the conclusions, e.g., by using a visual fraction model.

Ohio Science Standards Ohio Social Studies Standards Earth and Space Science (ESS) November-February Topic: Earth’s Surface 4.HI.B.4- The 13 colonies came together around a common cause of This topic focuses on the variety of processes that shape and reshape Earth’s liberty and justice, uniting to fight for independence during the surface. American Revolution and to form a new nation. Earth’s surface has specific characteristics and landforms that can be identified. 4.HI.B.5. The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be The surface of Earth changes due to weathering. incorporated in the states of the Northwest Territory.

The surface of Earth changes due to erosion and deposition. 4.HI.B.6-The inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led the United States into the Content Statement: War of 1812. Victory in the Battle of Lake Erie contributed to American The surface of Earth changes due to weathering. success in the war. (Not on PBA)

Rocks change shape, size and/or form due to water or ice movement, freeze SECOND STEP – one lesson per week and thaw, wind, plant growth, gases in the air, pollution and catastrophic events such as earthquakes, mass wasting, flooding and volcanic activity. (Note: the ice movement refers to large bodies of ice, such as glaciers that can break large rocks into small ones) TECHNOLOGY STANDARDS Concepts: Different types of rock weather at different rates due to specific characteristics Common Sense Standards Unit 2: Lesson 3 of the rock and the exposure to weathering factors (e.g., freezing/thawing, wind, water). Weathering is defined as a group of processes that change rock define what spam is. at or near Earth’s surface. Some weathering processes take a long time to occur, while some weathering processes occur quickly. explore strategies for safely managing unwanted messages. The weathering process must be observed in nature, through classroom experimentation or virtually. Seeing tree roots fracturing. identify different forms of spam. bedrock or the effect of years of precipitation on a marble statue can illustrate ways that rocks change shape over time. Investigations can include classroom simulations, laboratory testing and field observations.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM

Ohio Science Standards Earth and Space Science (ESS) November-February Topic: Earth’s Surface This topic focuses on the variety of processes that shape and reshape Earth’s surface. Earth’s surface has specific characteristics and landforms that can be identified.

The surface of Earth changes due to weathering.

The surface of Earth changes due to erosion and deposition.

Content Statement: The surface of Earth changes due to weathering.

Rocks change shape, size and/or form due to water or ice movement, freeze and thaw, wind, plant growth, gases in the air, pollution and catastrophic events such as earthquakes, mass wasting, flooding and volcanic activity. (Note: the ice movement refers to large bodies of ice, such as glaciers that can break large rocks into small ones) Concepts: Different types of rock weather at different rates due to specific characteristics of the rock and the exposure to weathering factors (e.g., freezing/thawing, wind, water). Weathering is defined as a group of processes that change rock at or near Earth’s surface. Some weathering processes take a long time to occur, while some weathering processes occur quickly.

The weathering process must be observed in nature, through classroom experimentation or virtually. Seeing tree roots fracturing. bedrock or the effect of years of precipitation on a marble statue can illustrate ways that rocks change shape over time. Investigations can include classroom simulations, laboratory testing and field observations.

Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Use appropriate mathematics with data to construct reasonable explanations. Communicate about observations, investigations and explanations. Review and ask questions about the observations and explanations of others. December 3 – Interim Reports Sent to Parents Lancaster City Schools December 8 – Late Arrival GRADE 4 December 21 – January 1 - All Schools Dismissed - Holiday Vacation Standards Calendar Pacing for Instruction & Assessment DECEMBER

Visual Arts Standards (Artist names are hyper linked. If you hold Control and then right click on mouse) Strand Perceiving/Knowing (PE) (Artist names are hyper linked. If you hold Control and then right click on mouse) 4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely 4PE Identify and describe how artists from various cultural and ethnic groups have recognized artists. impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists. Jenny Holzer, conceptual artist (Gallipolis)** William Jacob Baer , painter Joseph Kosuth, conceptual artist (Toledo) George Bellows , painter (Columbus)** Maya Lin, sculptor (Athens)** Charles E. Burchfield, painter (Ashtabula Harbor) Mike Parobeck, cartoonist (Lancaster)**

Milton Caniff, cartoonist (Hillsboro) Tom Wesselmann , pop artist (Cincinnati)

Joseph DeCamp, painter (Cincinnati) Clarence White , photographer (Newark)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington) PE Link ideas in and design of works of art to the emotions and

Carl Gaertner, painter (Cleveland) moods expressed in them.

Identify specific emotion/mood in artwork Ann Hamilton, artist (Lima)

Determine and describe the visual clues that portray the emotion/mood Robert Henri, painter (Cincinnati) (such as color, image arrangement, et cetera)

Maya Lin, sculptor (Athens)** 6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people). Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM Christopher Ries, sculptor (Columbus)

Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus)

Fred Schrier , comic book artist (Kirtland)

Dave Sheridan , comic book artist (Cleveland)

Howard Dwight Smith, architect (Dayton)**

Lily Martin Spencer , painter (Avondale/Marietta)

Tom Tsuchiya , sculptor (Cincinnati)

John Henry Twachtman , painter (Cincinnati)

Worthington Whittredge , painter (Springfield)

Visual Arts Standards

William Jacob Baer , painter

George Bellows , painter (Columbus)**

Charles E. Burchfield, painter (Ashtabula Harbor)

Milton Caniff, cartoonist (Hillsboro)

Joseph DeCamp, painter (Cincinnati)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington)

Carl Gaertner, painter (Cleveland)

Ann Hamilton, artist (Lima)

Robert Henri, painter (Cincinnati)

Maya Lin, sculptor (Athens)**

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus)

Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth) December 3 – Interim Reports Sent to Parents

Alice Schille , painter (Columbus) December 8 – Late Arrival Lancaster City Schools December 21 – January 1 - All Schools

Fred Schrier , comic book GRADE artist (Kirtland) 4 Dismissed - Holiday Vacation Standards Calendar PacingDave Sheridan for , comic Instruction book artist (Cleveland) & Assessment

Howard Dwight Smith, architectDecember (Dayton)**

Lily Martin Spencer , painter (Avondale/Marietta) Handwriting Standards Tom Tsuchiya , sculptor (Cincinnati) Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write John Henry Twachtman , painter (Cincinnati) words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application

Worthington Whittredge , painter (Springfield) HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task and audience.

Production KB.4.1 Use a keyboard to create written documentsa. Consistently use the home keys.Consistently type words and sentences with punctuation without looking at the keyboard.Type special characters ($, #, *, etc.) as needed with proper finger strokes, including little finger on the Shift key. KB.4.2 Demonstrate an understanding of proper spacing in electronic text. Use the spacebar and Tab key as appropriate for the deliberate spacing of typed text.Recognize the space differences (kerning) between common typefaces (e.g., Arial versus Times New Roman). Word Processing KB.4.3 Know and apply grade-level keyboarding skills.a. Use keyboarding skills for a variety of class work.b. Type at least one page in a single setting. KB.4.4 Demonstrate beginning knowledge of word processing skills to produce written text. a. Transfer hand-written work into a typed document.b. Use menu and ruler formatting tools to change margins.c. Use menu-driven commands to change paragraph settings (justification, indentation, line spacing).d. Use Spell Check and Thesaurus in electronic documents.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM January 14 – Late Arrival January 15 - End of Grading Period/First Semester Lancaster City Schools January 18 - All Schools Dismissed - Martin Luther GRADE 4 King Day Standards Calendar Pacing for Instruction & Assessment JANUARY

Reading Standards Writing Standards

Mastery Standards: W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.4.2. Determine the main idea of a text and explain how it is a. Introduce a topic clearly and group related information in supported by key details; summarize the text. paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding RI.4.3. Explain events, procedures, ideas, or concepts in a comprehension. historical, scientific, or technical text, including what happened b. Develop the topic with facts, definitions, concrete details, and why, based on specific information in the text. quotations, or other information and examples related to the topic. RI.4.5. Describe the overall structure (e.g., chronology, c. Link ideas within categories of information using words and comparison, cause/effect, problem/solution) of events, ideas, phrases (e.g., another, for example, also, because). concepts, or information in a text or part of a text. d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. RI.4.7. Interpret information presented visually, orally, or e. Provide a concluding statement or section related to the quantitatively (e.g., in charts, graphs, diagrams, time lines, information or explanation presented. animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the W.4.7. Conduct short research projects that build knowledge text in which it appears. through investigation of different aspects of a topic.

RF.4.3. Know and apply grade‐level phonics and word analysis W.4.9. Draw evidence from literary or informational texts to skills in decoding words. support analysis, reflection, and research. a. Use combined knowledge of all letter‐sound b. Apply grade 4 Reading standards to informational texts correspondences, syllabication patterns, and morphology (e.g., (e.g., “Explain how an author uses reasons and evidence to roots and affixes) to read accurately unfamiliar multisyllabic support particular points in a text”). words in context and out of context.

Language Arts Standards: Language Arts Standards

Mastery Speaking and Listening Standards: Mastery Language Arts Standards: L.4.1. Demonstrate command of the conventions of standard SL.4.1. Engage effectively in a range of collaborative English grammar and usage when writing or speaking. discussions (one‐on‐one, in groups, and teacher‐led) with c. Use modal auxiliaries (e.g., can, may, must) to convey diverse partners on grade 4 topics and texts, building on various conditions. others’ ideas and expressing their own clearly. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). c. Pose and respond to specific questions to clarify or follow up e. Form and use prepositional phrases. on information, and make comments that contribute to the i. Produce simple, compound, and complex sentences. discussion and link to the remarks of others. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Review the key ideas expressed and explain their own ideas c. Use a comma before a coordinating conjunction in a and understanding in light of the discussion. compound sentence. L.4.3. Use knowledge of language and its conventions when SL.4.4. Report on a topic or text, tell a story, or recount an writing, speaking, reading, or listening. experience in an organized manner, using appropriate facts c. Differentiate between contexts that call for formal English and relevant, descriptive details to support main ideas or (e.g., presenting ideas) and situations where informal themes; speak clearly at an understandable pace. discourse is appropriate (e.g., small‐group discussion). L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Build fractions from unit fractions by applying and extending Major Standards, 70% Supporting Standards, 20% previous understandings of operations on whole numbers. Additional Standards, 10% - emphasis on PARCC Assessments 4NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Math Learning Standards b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each Mathematical Practices decomposition by an equation. Justify decompositions, e.g., by 1. Make sense of problems and persevere in solving them. using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 2. Reason abstractly and quantitatively. 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. 3. Construct viable arguments and critique the reasoning of others. c. Add and subtract mixed numbers with like denominators, e.g., by 4. Model with mathematics. replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between 5. Use appropriate tools strategically. addition and subtraction. 6. Attend to precision. d. Solve word problems involving addition and subtraction 7. Look for and make use of structure. of fractions referring to the same whole and having like 8. Look for and express regularity in repeated reasoning. denominators, e.g., by using visual fraction models and equations to represent the problem.

Extend understanding of fraction equivalence and ordering. 4NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. 4.NF.2 Compare two fractions with different numerators and different a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), denominators, e.g., by creating common denominators or numerators, recording the conclusion by the equation 5/4 = 5 × (1/4). or by comparing to a benchmark fraction such as 1/2. Recognize that b. Understand a multiple of a/b as a multiple of 1/b, and use this comparisons are valid only when the two fractions refer to the same understanding to multiply a fraction by a whole number. For whole. Record the results of comparisons with symbols >, =, or <, and example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), justify the conclusions, e.g., by using a visual fraction model. recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Major Standards Supporting Standards Additional Standards

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM January 14 – Late Arrival January 15 - End of Grading Period/First Semester Lancaster City Schools January 18 - All Schools Dismissed - Martin Luther King Day GRADE 4 Standards Calendar Pacing for Instruction & Assessment JANUARY

Ohio Science Standards Ohio Social Studies Standards Earth and Space Science (ESS) November-February Topic: Earth’s Surface 4.HI.B.6-The inability to resolve standing issues with Great Britain and This topic focuses on the variety of processes that shape and reshape Earth’s ongoing conflicts with American Indians led the United States into the surface. War of 1812. Victory in the Battle of Lake Erie contributed to American Earth’s surface has specific characteristics and landforms that can be success in the war. (Not on PBA) identified. 4.HI.B.7-Sectional Issues divided the United States after the War of 1812. The surface of Earth changes due to weathering. Ohio played a key role in these issues, particularly with the anti-slavery movement and the Underground Railroad. (Not on PBA) The surface of Earth changes due to erosion and deposition. 4.GO.A.15- Individuals have a variety of opportunities to participate in and Content Statement: influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States. The surface of Earth changes due to weathering. 4.GO.A.16- Civic participation requires individuals to make informed and Rocks change shape, size and/or form due to water or ice movement, freeze reasoned decisions by accessing and using information effectively. and thaw, wind, plant growth, gases in the air, pollution and catastrophic events such as earthquakes, mass wasting, flooding and volcanic activity. 4.GO.A.17- Effective participants in a democratic society engage in (Note: the ice movement refers to large bodies of ice, such as glaciers that can compromise. break large rocks into small ones) Concepts: SECOND STEP – one lesson per week Different types of rock weather at different rates due to specific characteristics of the rock and the exposure to weathering factors (e.g., freezing/thawing, Technology Standards wind, water). Weathering is defined as a group of processes that change rock Common Sense Standards Unit 2: Lesson 4 at or near Earth’s surface. Some weathering processes take a long time to occur, while some weathering processes occur quickly. explain the value of giving proper citations.

The weathering process must be observed in nature, through name the components of an MLA style citation for different types classroom experimentation or virtually. Seeing tree roots fracturing. of websites. bedrock or the effect of years of precipitation on a marble statue can illustrate ways that rocks change shape over time. Investigations can include classroom simulations, laboratory testing and field create MLA style citations for online articles and professional observations. sites.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM

The surface of Earth changes due to weathering.

The surface of Earth changes due to erosion and deposition.

Content Statement: The surface of Earth changes due to weathering.

Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. January 14 – Late Arrival Employ simple equipment and tools to gather data and extend the senses. January 15 - End of Grading Period/First Semester Use appropriate mathematics with data to construct reasonable explanations. January 18 - All Schools Dismissed - Martin Luther Communicate about Lancaster observations, City investigations Schools and explanations. Review and ask questions GRADE about the 4 observations and explanations of others. King Day Standards Calendar Pacing for Instruction & Assessment JANUARY

Visual Arts Standards (Artist names are hyper linked. If you hold Control and then right click on mouse)

4PE Identify and describe how artists from various cultural and ethnic groups have Strand Perceiving/Knowing (PE) impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely (Artist names are hyper linked. If you hold Control and then right click on mouse) recognized artists. 4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. The following is a partial list of Ohio artists. ** Indicates widely recognized artists. Jenny Holzer, conceptual artist (Gallipolis)**

William Jacob Baer , painter Joseph Kosuth, conceptual artist (Toledo)

George Bellows , painter (Columbus)** Maya Lin, sculptor (Athens)**

Mike Parobeck, cartoonist (Lancaster)** Charles E. Burchfield, painter (Ashtabula Harbor)

Tom Wesselmann , pop artist (Cincinnati) Milton Caniff, cartoonist (Hillsboro)

Clarence White , photographer (Newark) Joseph DeCamp, painter (Cincinnati)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington) PE Link ideas in and design of works of art to the emotions and moods expressed in them.

Carl Gaertner, painter (Cleveland) Identify specific emotion/mood in artwork

Ann Hamilton, artist (Lima) Determine and describe the visual clues that portray the emotion/mood (such as color, image arrangement, et cetera) Robert Henri, painter (Cincinnati) 6PE Identify and name the sources for artmaking ideas (e.g., self, Maya Lin, sculptor (Athens)** environment and other people).

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus) 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus)

Fred Schrier , comic book artist (Kirtland)

Dave Sheridan , comic book artist (Cleveland)

Howard Dwight Smith, architect (Dayton)**

Lily Martin Spencer , painter (Avondale/Marietta)

Tom Tsuchiya , sculptor (Cincinnati)

John Henry Twachtman , painter (Cincinnati)

Worthington Whittredge , painter (Springfield)

Visual Arts Standards

William Jacob Baer , painter

George Bellows , painter (Columbus)**

Charles E. Burchfield, painter (Ashtabula Harbor)

Milton Caniff, cartoonist (Hillsboro)

Joseph DeCamp, painter (Cincinnati)

Jim Dine, painter, sculptor (Cincinnati)**

John R. Ellis, animator (Wilmington)

Carl Gaertner, painter (Cleveland)

Ann Hamilton, artist (Lima)

Robert Henri, painter (Cincinnati)

Maya Lin, sculptor (Athens)**

Mike Parobeck, cartoonist (Lancaster)**Robert E. L. Rainey , artist (North Canton)

Christopher Ries, sculptor (Columbus)

Aminah Robinson , artist (Columbus)**

Herb Roe , painter (Portsmouth)

Alice Schille , painter (Columbus) January 14 – Late Arrival Fred Schrier , comic bookLancaster artist (Kirtland) City Schools January 15 - End of Grading Period/First GRADE 4 Semester Dave Sheridan , comic book artist (Cleveland) January 18 - All Schools Dismissed - Martin Standards Calendar Luther King Day Howard Pacing Dwight Smith, for architect Instruction (Dayton)** & Assessment January Lily Martin Spencer , painter (Avondale/Marietta)

Tom Tsuchiya , sculptor (Cincinnati) Handwriting Standards John Henry Twachtman , painter (Cincinnati) Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write Worthington Whittredge , painter (Springfield) words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task and audience.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM February 15 - All Schools Dismissed - Lancaster City Schools Presidents’ Day GRADE 4 February 18 – Interim Reports Sent to Parents Standards Calendar Pacing for Instruction & Assessment FEBRUARY

Reading Standards WritingWriting StandardsStandards

Mastery Standards W.4.1.W.4.1. WriteWrite opinionopinion piecespieces onon topicstopics oror texts,texts, supportingsupporting aa pointpoint ofof viewview withwith reasonsreasons andand information.information. RL.4.3. DescribeDescribe inin depthdepth aa character,character, setting,setting, oror eventevent inin aa a.a. IntroduceIntroduce aa topictopic oror texttext clearly,clearly, statestate anan opinion,opinion, andand storystory oror drama,drama, drawingdrawing onon specificspecific detailsdetails inin thethe texttext (e.g.,(e.g., aa createcreate anan organizationalorganizational structurestructure inin whichwhich relatedrelated ideasideas areare groupedgrouped character’scharacter’s thoughts,thoughts, words,words, oror actions).actions). toto supportsupport thethe writer’swriter’s purpose.purpose. b.b. ProvideProvide reasonsreasons thatthat areare supportedsupported byby factsfacts andand details.details. RL.4.5. ExplainExplain majormajor differencesdifferences betweenbetween poems,poems, drama,drama, andand c.c. LinkLink opinionopinion andand reasonsreasons usingusing wordswords andand phrasesphrases (e.g.,(e.g., forfor instance,instance, prose, and refer to the structural elements of poems (e.g., inin orderorder to,to, inin addition).addition). verse,verse, rhythm,rhythm, meter)meter) andand dramadrama (e.g.,(e.g., castscasts ofof characters,characters, d.d. ProvideProvide aa concludingconcluding statementstatement oror sectionsection relatedrelated toto thethe settings,settings, descriptions,descriptions, dialogue,dialogue, stagestage directions)directions) whenwhen writingwriting opinionopinion presented.presented. or speaking about a text. W.4.7.W.4.7. ConductConduct shortshort researchresearch projectsprojects thatthat buildbuild knowledgeknowledge RL.47. MakeMake connectionsconnections betweenbetween thethe texttext ofof aa storystory oror dramadrama throughthrough investigationinvestigation ofof differentdifferent aspectsaspects ofof aa topic.topic. andand aa visualvisual oror oraloral presentationpresentation ofof thethe text,text, identifyingidentifying wherewhere eacheach versionversion reflectsreflects specificspecific descriptionsdescriptions andand directionsdirections inin thethe W.4.9.W.4.9. DrawDraw evidenceevidence fromfrom literaryliterary oror informationalinformational textstexts toto text.text. supportsupport analysis,analysis, reflection,reflection, andand research.research. b.b. ApplyApply gradegrade 44 ReadingReading standardsstandards toto informationalinformational textstexts RF.4.4. ReadRead withwith sufficientsufficient accuracyaccuracy andand fluencyfluency toto supportsupport (e.g.,(e.g., “Explain“Explain howhow anan authorauthor usesuses reasonsreasons andand evidenceevidence toto supportsupport comprehension.comprehension. particularparticular pointspoints inin aa text”).text”). b. ReadRead gradegrade‐‐levellevel proseprose andand poetrypoetry orallyorally withwith accuracy,accuracy, appropriateappropriate rate,rate, andand expression.expression.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM February 15 - All Schools Dismissed - Lancaster City Schools Presidents’ Day February 18 – Interim Reports Sent to Parents GRADE 4 Standards Calendar Pacing for Instruction & Assessment FEBRUARY

LanguageLanguage ArtsArts StandardsStandards Language Arts Standards MasteryMastery LanguageLanguage ArtsArts Standards:Standards: Mastery Speaking and Listening Standards: L.4.1.L.4.1. DemonstrateDemonstrate commandcommand ofof thethe conventionsconventions ofof standardstandard EnglishEnglish grammargrammar andand usageusage whenwhen writingwriting oror speaking.speaking. SL.4.1. EngageEngage effectivelyeffectively inin aa rangerange ofof collaborativecollaborative f.f. ProduceProduce completecomplete sentences,sentences, recognizingrecognizing andand correctingcorrecting

discussions (one‐‐on‐‐one, in groups, and teacher‐‐led)led) withwith inappropriateinappropriate fragmentsfragments andand runrun‐‐ons.*ons.*

diverse partners on grade 4 topics and texts, building on g.g. CorrectlyCorrectly useuse frequentlyfrequently confusedconfused wordswords (e.g.,(e.g., to,to, too,too, two;two; others’ ideas and expressing their own clearly. there,there, their).*their).* c. PosePose andand respondrespond toto specificspecific questionsquestions toto clarifyclarify oror followfollow upup h.h. UseUse coordinatingcoordinating andand subordinatingsubordinating conjunctions.conjunctions. on information, and make comments that contribute to the L.4.2.L.4.2. DemonstrateDemonstrate commandcommand ofof thethe conventionsconventions ofof standardstandard discussion and link to the remarks of others. EnglishEnglish capitalization,capitalization, punctuation,punctuation, andand spellingspelling whenwhen writing.writing. d. ReviewReview thethe keykey ideasideas expressedexpressed andand explainexplain theirtheir ownown ideasideas c.c. UseUse aa commacomma beforebefore aa coordinatingcoordinating conjunctionconjunction inin aa and understanding in light of the discussion. compoundcompound sentence.sentence. L.4.3.L.4.3. UseUse knowledgeknowledge ofof languagelanguage andand itsits conventionsconventions whenwhen SL.4.3. IdentifyIdentify thethe reasonsreasons andand evidenceevidence aa speakerspeaker providesprovides toto writing,writing, speaking,speaking, reading,reading, oror listening.listening. support particular points. c.c. DifferentiateDifferentiate betweenbetween contextscontexts thatthat callcall forfor formalformal EnglishEnglish (e.g.,(e.g., presentingpresenting ideas)ideas) andand situationssituations wherewhere informalinformal SL.4.4. Report on a topic or text, telltell aa story,story, oror recountrecount anan experience inin anan organizedorganized manner,manner, usingusing appropriateappropriate factsfacts discourse is appropriate (e.g., small‐group discussion). and relevant, descriptive details to support main ideas or discourse is appropriate (e.g., small‐group discussion). themes;themes; speakspeak clearlyclearly atat anan understandableunderstandable pace.pace. L.4.4.L.4.4. DetermineDetermine oror clarifyclarify thethe meaningmeaning ofof unknownunknown andand

multiplemultiple‐‐meaningmeaning wordswords andand phrasesphrases basedbased onon gradegrade 44 readingreading

andand content,content, choosingchoosing flexiblyflexibly fromfrom aa rangerange ofof strategies.strategies. c.c. ConsultConsult referencereference materialsmaterials (e.g.,(e.g., dictionaries,dictionaries, glossaries,glossaries, thesauruses),thesauruses), bothboth printprint andand digital,digital, toto findfind thethe pronunciationpronunciation andand determinedetermine oror clarifyclarify thethe preciseprecise meaningmeaning ofof keykey wordswords andand 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM phrases.phrases. L.4.5.L.4.5. DemonstrateDemonstrate understandingunderstanding ofof figurativefigurative language,language, wordword relationships,relationships, andand nuancesnuances inin wordword meanings.meanings. b.b. RecognizeRecognize andand explainexplain thethe meaningmeaning ofof commoncommon idioms,idioms, adages,adages, andand proverbs.proverbs. LanguageLanguage ArtsArts StandardsStandards

MasteryMastery LanguageLanguage ArtsArts Standards:Standards: L.4.1.L.4.1. DemonstrateDemonstrate commandcommand ofof thethe conventionsconventions ofof standardstandard EnglishEnglish grammargrammar andand usageusage whenwhen writingwriting oror speaking.speaking. f.f. ProduceProduce completecomplete sentences,sentences, recognizingrecognizing andand correctingcorrecting

inappropriateinappropriate fragmentsfragments andand runrun‐‐ons.*ons.*

g.g. CorrectlyCorrectly useuse frequentlyfrequently confusedconfused wordswords (e.g.,(e.g., to,to, too,too, two;two; there,there, their).*their).* h.h. UseUse coordinatingcoordinating andand subordinatingsubordinating conjunctions.conjunctions. L.4.2.L.4.2. DemonstrateDemonstrate commandcommand ofof thethe conventionsconventions ofof standardstandard EnglishEnglish capitalization,capitalization, punctuation,punctuation, andand spellingspelling whenwhen writing.writing. c.c. UseUse aa commacomma beforebefore aa coordinatingcoordinating conjunctionconjunction inin aa compoundcompound sentence.sentence. L.4.3.L.4.3. UseUse knowledgeknowledge ofof languagelanguage andand itsits conventionsconventions whenwhen writing,writing, speaking,speaking, reading,reading, oror listening.listening. c.c. DifferentiateDifferentiate betweenbetween contextscontexts thatthat callcall forfor formalformal EnglishEnglish (e.g.,(e.g., presentingpresenting ideas)ideas) andand situationssituations wherewhere informalinformal

discoursediscourse isis appropriateappropriate (e.g.,(e.g., smallsmall‐‐groupgroup discussion).discussion).

L.4.4.L.4.4. DetermineDetermine oror clarifyclarify thethe meaningmeaning ofof unknownunknown andand

multiplemultiple‐‐meaningmeaning wordswords andand phrasesphrases basedbased onon gradegrade 44 readingreading

andand content,content, choosingchoosing flexiblyflexibly fromfrom aa rangerange ofof strategies.strategies. c.c. ConsultConsult referencereference materialsmaterials (e.g.,(e.g., dictionaries,dictionaries, glossaries,glossaries, thesauruses),thesauruses), bothboth printprint andand digital,digital, toto findfind thethe pronunciationpronunciation andand determinedetermine oror clarifyclarify thethe preciseprecise meaningmeaning ofof keykey wordswords andand phrases.phrases. L.4.5.L.4.5. DemonstrateDemonstrate understandingunderstanding ofof figurativefigurative language,language, wordword relationships,relationships, andand nuancesnuances inin wordword meanings.meanings. b.b. RecognizeRecognize andand explainexplain thethe meaningmeaning ofof commoncommon idioms,idioms, adages,adages, andand proverbs.proverbs.

February 15 - All Schools Dismissed - Lancaster City Schools Presidents’ Day GRADE 4 February 18 – Interim Reports Sent to Parents Standards Calendar Pacing for Instruction & Assessment FEBRUARY

Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments

Math Learning Standards SolveSolve problemsproblems involvinginvolving measurementmeasurement andand conversionconversion ofof measurementsmeasurements fromfrom aa largerlarger unitunit toto aa smallersmaller unitunit

44.MD.1.MD.1 KnowKnow relativerelative sizessizes ofof measurementmeasurement unitsunits withinwithin oneone systemsystem ofof unitsunits Mathematical Practices includingincluding km,km, m,m, cm;cm; kg,kg, g;g; lb,lb, oz.;oz.; l,l, ml;ml; hr,hr, min,min, sec.sec. WithinWithin aa singlesingle systemsystem 1.1. MakeMake sensesense ofof problemsproblems andand perseverepersevere inin solvingsolving them.them. ofof measurement,measurement, expressexpress measurementsmeasurements inin aa largerlarger unitunit inin termsterms ofof aa 2.2. ReasonReason abstractlyabstractly andand quantitatively.quantitatively. smallersmaller unit.unit. RecordRecord measurementmeasurement equivalentsequivalents inin aa two-two- columncolumn table.table. ForFor 3.3. ConstructConstruct viableviable argumentsarguments andand critiquecritique thethe reasoningreasoning ofof others.others. example,example, knowknow thatthat 11 ftft isis 1212 timestimes asas longlong asas 11 in.in. ExpressExpress thethe lengthlength ofof aa 44 4.4. ModelModel withwith mathematics.mathematics. ftft snakesnake asas 4848 in.in. GenerateGenerate aa conversionconversion tabletable forfor feetfeet andand inchesinches listinglisting thethe 5.5. UseUse appropriateappropriate toolstools strategically.strategically. numbernumber pairspairs (1,(1, 12),12), (2,(2, 24),24), (3,(3, 36),36), ...... 6.6. AttendAttend toto precision.precision. 7.7. LookLook forfor andand makemake useuse ofof structure.structure. 4MD.24MD.2.. UseUse thethe fourfour operationsoperations toto solvesolve wordword problemsproblems involvinginvolving distances,distances, 8.8. LookLook forfor andand expressexpress regularityregularity inin repeatedrepeated reasoning.reasoning. intervalsintervals ofof time,time, liquidliquid volumes,volumes, massesmasses ofof objects,objects, andand money,money, includingincluding problemsproblems involvinginvolving simplesimple fractionsfractions oror decimals,decimals, andand problemsproblems thatthat requirerequire expressingexpressing measurementsmeasurements givengiven inin aa largerlarger unitunit inin termsterms ofof aa smallersmaller unit.unit. Represent measurement quantities using diagrams such as number line Understand decimal notation for fractions, and compare Represent measurement quantities using diagrams such as number line diagramsdiagrams thatthat featurefeature aa measurementmeasurement scale.scale. decimal fractions.fractions.

4NF.5 ExpressExpress aa fractionfraction withwith denominatordenominator 1010 asas anan equivalentequivalent fractionfraction withwith denominator 100, and use this technique to add two fractions with respectiverespective denominatorsdenominators 1010 andand 100.100.44 ForFor example,example, expressexpress 3/103/10 asas 30/100,30/100, andand addadd 3/103/10 ++ 4/1004/100 == 34/100.34/100.

4NF.6 UseUse decimaldecimal notationnotation forfor fractionsfractions withwith denominatorsdenominators 1010 oror 100.100. ForFor MajorMajor StandardsStandards SupportingSupporting StandardsStandards AdditionalAdditional StandardsStandards example,example, rewriterewrite 0.620.62 asas 62/100;62/100; describedescribe aa lengthlength asas 0.620.62 meters;meters; locatelocate 0.620.62 onon aa numbernumber lineline diagram.diagram.

4NF.74NF.7 CompareCompare twotwo decimalsdecimals toto hundredthshundredths byby reasoningreasoning aboutabout theirtheir size.size. Recognize that comparisons are valid only when the two decimals refer to thethe samesame whole.whole. RecordRecord thethe resultsresults ofof comparisonscomparisons withwith thethe symbolssymbols >,>, =,=, oror <,<, andand justifyjustify thethe conclusions,conclusions, e.g.,e.g., byby usingusing aa visualvisual modelmodel

Ohio Science Standards OhioOhio SocialSocial StudiesStudies StandardsStandards

EarthEarth andand SpaceSpace ScienceScience (ESS)(ESS) November-FebruaryNovember-February 4.GO.A.16-4.GO.A.16- CivicCivic participationparticipation requiresrequires individualsindividuals toto makemake informedinformed andand reasoned decisions by accessing and using information effectively. Topic:Topic: Earth’sEarth’s SurfaceSurface reasoned decisions by accessing and using information effectively. ThisThis topictopic focusesfocuses onon thethe varietyvariety ofof processesprocesses thatthat shapeshape andand reshapereshape Earth’sEarth’s 4.GO.A.17-4.GO.A.17- EffectiveEffective participantsparticipants inin aa democraticdemocratic societysociety engageengage inin surface. surface. compromise.compromise. Earth’sEarth’s surfacesurface hashas specificspecific characteristicscharacteristics andand landformslandforms thatthat cancan bebe identified.identified. 4.GO.B.18-4.GO.B.18- LawsLaws cancan protectprotect rights,rights, provideprovide benefitsbenefits andand assignassign responsibilities.responsibilities. TheThe surfacesurface ofof EarthEarth changeschanges duedue toto weathering.weathering. 4.GO.B.19-4.GO.B.19- TheThe U.S.U.S. ConstitutionConstitution establishesestablishes aa systemsystem ofof limitedlimited governmentgovernment TheThe surfacesurface ofof EarthEarth changeschanges duedue toto erosionerosion andand deposition.deposition. andand protectsprotects citizens’citizens’ rights;rights; fivefive ofof thesethese rightsrights areare addressedaddressed inin thethe FirstFirst Amendment.Amendment. ContentContent StatementStatement:: 4.GO.C20-4.GO.C20- AA constitutionconstitution isis aa writtenwritten planplan forfor government.government. DemocraticDemocratic constitutions provide the framework for government in Ohio and the United TheThe surfacesurface ofof EarthEarth changeschanges duedue toto weathering.weathering. constitutions provide the framework for government in Ohio and the United StatesStates 4.GO.C21-. The Ohio Constitution and the U.S. Constitution separate the major RocksRocks changechange shape,shape, sizesize and/orand/or formform duedue toto waterwater oror iceice movement,movement, freezefreeze 4.GO.C21-. The Ohio Constitution and the U.S. Constitution separate the major responsibilitiesresponsibilities ofof governmentgovernment amongamong threethree branches.branches. andand thaw,thaw, wind,wind, plantplant growth,growth, gasesgases inin thethe air,air, pollutionpollution andand catastrophiccatastrophic eventsevents suchsuch asas earthquakes,earthquakes, massmass wasting,wasting, floodingflooding andand volcanicvolcanic activity.activity. (Note: the ice movement refers to large bodies of ice, such as glaciers that can (Note: the ice movement refers to large bodies of ice, such as glaciers that can SecondSecond StepStep:: 11 lessonlesson perper weekweek breakbreak largelarge rocksrocks intointo smallsmall ones)ones) Concepts:Concepts: TechnologyTechnology StandardsStandards Different types of rock weather at different rates due to specific characteristics ofof thethe rockrock andand thethe exposureexposure toto weatheringweathering factorsfactors (e.g.,(e.g., freezing/thawing,freezing/thawing, CommonCommon SenseSense StandardsStandards UnitUnit 2:2: LessonLesson 55 wind, water). Weathering is defined as a group of processes that change rock atat oror nearnear Earth’sEarth’s surface.surface. SomeSome weatheringweathering processesprocesses taketake aa longlong timetime toto recognizerecognize thatthat photosphotos cancan bebe alteredaltered digitally,digitally, andand considerconsider thethe occur,occur, whilewhile somesome weatheringweathering processesprocesses occuroccur quickly.quickly. upsidesupsides andand downsidesdownsides ofof thisthis practice.practice.

TheThe weatheringweathering processprocess mustmust bebe observedobserved inin nature,nature, throughthrough discuss how photo alteration can distort our perceptions and classroom experimentation or virtually. Seeing tree roots fracturing. discuss how photo alteration can distort our perceptions and classroom experimentation or virtually. Seeing tree roots fracturing. affectaffect ourour self-image.self-image. bedrockbedrock oror thethe effecteffect ofof yearsyears ofof precipitationprecipitation onon aa marblemarble statuestatue cancan illustrateillustrate waysways thatthat rocksrocks changechange shapeshape overover time.time. InvestigationsInvestigations cancan includeinclude classroomclassroom simulations,simulations, laboratorylaboratory testingtesting andand fieldfield analyzeanalyze howhow advertisingadvertising usesuses photophoto alterationalteration toto helphelp sellsell observations.observations. products.products. Move on to March Standards if finished. 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM

EarthEarth andand SpaceSpace ScienceScience (ESS)(ESS) November-FebruaryNovember-February Topic:Topic: Earth’sEarth’s SurfaceSurface ThisThis topictopic focusesfocuses onon thethe varietyvariety ofof processesprocesses thatthat shapeshape andand reshapereshape Earth’sEarth’s surface.surface. Earth’sEarth’s surfacesurface hashas specificspecific characteristicscharacteristics andand landformslandforms thatthat cancan bebe identified.identified.

TheThe surfacesurface ofof EarthEarth changeschanges duedue toto weathering.weathering.

TheThe surfacesurface ofof EarthEarth changeschanges duedue toto erosionerosion andand deposition.deposition.

ContentContent StatementStatement:: TheThe surfacesurface ofof EarthEarth changeschanges duedue toto weathering.weathering.

RocksRocks changechange shape,shape, sizesize and/orand/or formform duedue toto waterwater oror iceice movement,movement, freezefreeze andand thaw,thaw, wind,wind, plantplant growth,growth, gasesgases inin thethe air,air, pollutionpollution andand catastrophiccatastrophic eventsevents suchsuch asas earthquakes,earthquakes, massmass wasting,wasting, floodingflooding andand volcanicvolcanic activity.activity. (Note:(Note: thethe iceice movementmovement refersrefers toto largelarge bodiesbodies ofof ice,ice, suchsuch asas glaciersglaciers thatthat cancan breakbreak largelarge rocksrocks intointo smallsmall ones)ones) Concepts:Concepts: Different types of rock weather at different rates due to specific characteristics ofof thethe rockrock andand thethe exposureexposure toto weatheringweathering factorsfactors (e.g.,(e.g., freezing/thawing,freezing/thawing, wind, water). Weathering is defined as a group of processes that change rock atat oror nearnear Earth’sEarth’s surface.surface. SomeSome weatheringweathering processesprocesses taketake aa longlong timetime toto occur,occur, whilewhile somesome weatheringweathering processesprocesses occuroccur quickly.quickly.

TheThe weatheringweathering processprocess mustmust bebe observedobserved inin nature,nature, throughthrough classroomclassroom experimentationexperimentation oror virtually.virtually. SeeingSeeing treetree rootsroots fracturing.fracturing. bedrockbedrock oror thethe effecteffect ofof yearsyears ofof precipitationprecipitation onon aa marblemarble statuestatue cancan illustrateillustrate waysways thatthat rocksrocks changechange shapeshape overover time.time. InvestigationsInvestigations cancan includeinclude classroomclassroom simulations,simulations, laboratorylaboratory testingtesting andand fieldfield observations.observations. Move on to March Standards if finished.

Science Inquiry and Application Observe and ask questions about the natural environment. Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Use appropriate mathematics with data to construct reasonable explanations. February 15 - All Schools Dismissed - Communicate about observations, investigations and explanations. Review and ask questionsLancaster about theCity observations Schools and explanations of others. Presidents’ Day GRADE 4 February 18 – Interim Reports Sent to Parents Standards Calendar Pacing for Instruction & Assessment FEBRUARY

Visual Arts Standards Producing/Performing (PR 5PR5PR CombineCombine thethe elementselements andand principlesprinciples ofof artart andand designdesign toto createcreate visuallyvisually effectiveeffective compositionscompositions inin originaloriginal worksworks ofof art.art. Identify,Identify, selectselect andand varyvary artart materials,materials, toolstools andand processesprocesses toto achieveachieve Elements of Art: line, shape (2:D: square, rectangle, triangle, circle), form desired results in their artwork. Elements of Art: line, shape (2:D: square, rectangle, triangle, circle), form (3-D:(3-D: cube,cube, cone,cone, pyramid,pyramid, sphere)sphere) spacespace (near/far,(near/far, positivepositive andand negative),negative), StudentStudent makesmakes specificspecific choiceschoices whenwhen makingmaking artart texturetexture (actual:(actual: howhow doesdoes isis feelfeel oror implied:implied: LOOKLOOK likelike itit wouldwould feel),feel), colorcolor (primary:(primary: red,red, yellow,yellow, blue;blue; secondary:secondary: orange,orange, green,green, violet),violet), valuevalue Student explains/justifies the specific choices Student explains/justifies the specific choices (amount(amount ofof darkdark andand light)light) Experiment with art materials by using them in unexpected and creative Experiment with art materials by using them in unexpected and creative PrinciplesPrinciples ofof Art:Art: EmphasisEmphasis (focal(focal point—what’spoint—what’s thethe “main“main part”),part”), Pattern,Pattern, ways to express ideas and convey meaning. ways to express ideas and convey meaning. MovementMovement (what(what pathpath dodo youryour eyeseyes traveltravel aroundaround thethe work),work), BalanceBalance (formal/symmetrical—same(formal/symmetrical—same onon bothboth sides,sides, informal/asymmetrical—informal/asymmetrical— StudentStudent experimentsexperiments withwith artart media,media, consideringconsidering alternatealternate methodsmethods (such(such differentdifferent onon eacheach side)side) as:as: whatwhat cancan bebe usedused asas aa paintbrushpaintbrush thatthat mightmight notnot bebe aa paintbrush)paintbrush) andand multi-media (mixing such as marker on top of paint) options multi-media (mixing such as marker on top of paint) options StudentStudent identifiesidentifies thethe ElementsElements andand PrinciplesPrinciples ofof ArtArt inin completedcompleted compositionscompositions Generate ideas and employ a variety of strategies to solve visual problems.

StudentStudent brainstormsbrainstorms andand sketchessketches (informal,(informal, practicepractice drawings)drawings) beforebefore 6PR6PR DemonstrateDemonstrate technicaltechnical skillskill throughthrough thethe integrationintegration ofof commoncommon beginningbeginning anan artworkartwork asas planningplanning andand continuescontinues whenwhen needingneeding directiondirection processesprocesses andand topicstopics fromfrom otherother subjectsubject areas.areas. duringduring thethe processprocess ofof artmakingartmaking

Demonstrate motivation, independence and persistence during studio practices to complete artworks. SeeSee 1-3PR,1-3PR, aboveabove

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM February 15 - All Schools Dismissed - Presidents’ Day Lancaster City Schools February 18 – Interim Reports Sent to GRADE 4 Parents Standards Calendar Pacing for Instruction & Assessment February

Handwriting Standards Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task and audience.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM March 18-- End of Grading Period March 24 – 29 – All Schools Dismissed – Spring Lancaster City Schools Break/Good Friday GRADE 4 Standards Calendar Pacing for Instruction & Assessment MARCH

Reading Standards August 14-15 –Writing PD Institute Standards August 20 – General, Building and Staff Inservice Mastery Standards: Mastery WritingAugust 21 Standards: – Teacher Work Day August 21 – Board of Education Meeting RL.4.3. Describe in depth a character, setting, or event in a W.4.1. WriteAugust opinion 22 – First pieces Day of Schoolon topics for Students or texts, (Grades supporting K-9 ONLY) a story or drama, drawing on specific details in the text (e.g., point of viewAugust with 22 –reasons Students Dismissed and information. (Grades 10, 11, 12 ONLY) a character’s thoughts, words, or actions). a. Introduce a topic or text8 instructional clearly, state days an opinion, and create an organizational structure in which related ideas RL.4.5. Explain major differences between poems, drama, are grouped to support the writer’s purpose. and prose, and refer to the structural elements of poems (e.g.verse, rhythm, meter) and drama (e.g., casts of b. Provide reasons that are supported by facts and details characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). RL.47. Make connections between the text of a story or drama and a visual or oral presentation of the text, d. Provide a concluding statement or section related to the identifying where each version reflects specific descriptions opinion presented. and directions in the text. W.4.7. Conduct short research projects that build RF.4.4. Read with sufficient accuracy and fluency to knowledge through investigation of different aspects of a support comprehension. topic.

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Read grade‐level prose and poetry orally with accuracy, b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to appropriate rate, and expression. support particular points in a text”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM March 18-- End of Grading Period Lancaster City Schools March 24 – 29 – All Schools Dismissed – Spring Break/Good Friday GRADE 4 Standards Calendar Pacing for Instruction & Assessment MARCH

August 14-15Language – PD Institute Arts Standards Language Arts Standards August 20 – General, Building and Staff Inservice Mastery LanguageAugust 21 – Standards:Teacher Work Day Mastery Speaking and Listening Standards: L.4.1. DemonstrateAugust 21 – command Board of Education of the Meetingconventions of standard English grammarAugust 22 and – First usage Day of when School writing for Students or speaking. (Grades K-9 ONLY) f. ProduceAugust complete 22 – Studentssentences, Dismissed recognizing (Grades 10, and 11, correcting 12 ONLY) SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. 8 instructional days inappropriate fragments and run‐ons.* SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas g. Correctly use frequently confused words (e.g., to, too, two; or themes; speak clearly at an understandable pace. there, their).* h. Use coordinating and subordinating conjunctions. SL.4.5. Add audio recordings and visual displays to L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. presentations when appropriate to enhance the c. Use a comma before a coordinating conjunction in a development of main ideas or themes. compound sentence. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small‐group discussion).

L.4.4. Determine or clarify the meaning of unknown and

multiple‐meaning words and phrases based on grade 4 reading

and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. Language Arts Standards

Mastery Language Standards: L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce complete sentences, recognizing and correcting

inappropriate fragments and run‐ons.*

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* h. Use coordinating and subordinating conjunctions. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use a comma before a coordinating conjunction in a compound sentence. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal

discourse is appropriate (e.g., small‐group discussion).

L.4.4. Determine or clarify the meaning of unknown and

multiple‐meaning words and phrases based on grade 4 reading

and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. March 18-- End of Grading Period Lancaster City Schools March 24 – 29 – All Schools Dismissed – Spring Break/Good Friday GRADE 4 Standards Calendar Pacing for Instruction & Assessment MARCH

August 14-15Math – PD Learning Institute Standards Major Standards, 70% Supporting Standards, 20% August 20 – General, Building and Staff Inservice Additional Standards, 10% - emphasis on PARCC August 21 – Teacher Work Day Assessments 4.MD.3 ApplyAugust the area 21 and – Board perimeter of Education formulas Meeting for rectangles in real world and mathematicalAugust problems. 22 – For First example, Day of Schoolfind the for width Students of a rectangular (Grades K-9 room ONLY) given the area of the flooring and the length, by viewing the area formula August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) Math Learning Standards as a multiplication equation with an unknown factor. 8 instructional days Represent and interpret data.

Mathematical Practices 4MD.4. Make a line plot to display a data set of measurements in fractions of a 1. Make sense of problems and persevere in solving them. unit 2. Reason abstractly and quantitatively. (., ., 1/8). Solve problems involving addition and subtraction of fractions 3. Construct viable arguments and critique the reasoning of others. by using information presented in line plots. For example, from a line plot 4. Model with mathematics. find and interpret the difference in length between the longest and shortest 5. Use appropriate tools strategically. specimens in an insect collection 6. Attend to precision. Solve problems involving measurement and conversion of measurements 7. Look for and make use of structure. from a larger unit to a smaller unit. 8. Look for and express regularity in repeated reasoning.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit Generate and analyze patterns.

4.MD.1 Know relative sizes of measurement units within one system of units 4OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system example, given the rule “Add 3” and the starting number 1, generate terms of measurement, express measurements in a larger unit in terms of a in the resulting sequence and observe that the terms appear to alternate smaller unit. Record measurement equivalents in a two- column table. For between odd and even numbers. Explain informally why the numbers will example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 continue to alternate in this way. ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

4MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Major Standards Supporting Standards Additional Standards

Ohio Science Standards (ScienceAugust Continued) 14-15 – PD Institute Life Science (LS) February-April August 20 – General, Building and Staff Inservice field trips or other references must be used to explore the Topic: Earth’s Living History August 21 – Teacher Work Day relationshipsAugust 21 –between Board of previous Education environments, Meeting changes that have This topic focuses on using fossil evidence and living organisms to observe that occurredAugust in 22 the – First environments Day of School and forthe Students species that (Grades lived K-9 there. ONLY) suitable habitats depend upon a combination of biotic and abiotic factors. August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) Changes in an organism’s environment are sometimes beneficial to its Note: Grade 4 ES focuses8 instructional on changes to Earth’s days surface due to survival and sometimes harmful. erosion, deposition of soil, rock sediment, flooding, volcanoes and earthquakes that can be taught along with this content. Fossils can be compared to one another and to present-day organisms according to their similarities and differences. Ohio Social Studies Standards

Content Statement: 4.GO.B.19- The U.S. Constitution establishes a system of limited government Changes in an organism’s environment are sometimes beneficial to its and protects citizens’ rights; five of these rights are addressed in the First survival and sometimes harmful. Amendment. 4.GO.C20- A constitution is a written plan for government. Democratic Ecosystems can change gradually or dramatically. When the environment constitutions provide the framework for government in Ohio and the United changes, some plants and animals survive and reproduce and others die or States move to new locations. An animal’s patterns of behavior are related to the 4.GO.C21-. The Ohio Constitution and the U.S. Constitution separate the major environment. This includes the kinds and numbers of other organisms present, responsibilities of government among three branches. the availability of food and resources, and the physical attributes of the 4.EC.A.22- Tables and charts help people to understand information and environment. issues. Tables organize information in columns and rows. Charts organize Concepts: information in a variety of visual formats (pictures, diagrams, graphs). Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Second Step: 1 lesson per week Technology Standards Ohio hosted glaciers and other parts of Ohio were submerged with water. Common Sense Media Discussion Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can reflect on what it means to be brave and stand up for others offline and online. have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal learn to show empathy for those who have been cyberbullied. populations can impact access to resources for the remaining organisms, which may result in migration or death. The fossil record provides evidence for generate multiple solutions for helping others when cyberbullying occurs. changes in populations of species.

Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Caesar Creek, Kelly’s Island) via field studies, virtual field trips or 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there.

Note: Grade 4 ES focuses on changes to Earth’s surface due to erosion, deposition of soil, rock sediment, flooding, volcanoes and earthquakes that can be taught along with this content.

Ohio Science Standards Life Science (LS) February-April Topic: Earth’s Living History This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors. Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Fossils can be compared to one another and to present-day organisms according to their similarities and differences.

Content Statement: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations. An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the environment. Concepts: Ecosystems are based on interrelationships among and between biotic and abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very slowly (e.g., climate change). Major changes over a short period of time can have a significant impact on the ecosystem and the populations of plants and animals living there. The changes that occur in the plant and animal populations can impact access to resources for the remaining organisms, which may result in migration or death. The fossil record provides evidence for changes in populations of species.

Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, Hocking Hills, Caesar Creek, Kelly’s Island) via field studies, virtual field trips or other references must be used to explore the relationships between previous environments, changes that have occurred in the environments and the species that lived there. March 18-- End of Grading Period Note: Grade 4 ES focuses on changes to Earth’s surface due March 24 – 29 – All Schools Dismissed – Spring to erosion, deposition of soil, rock sediment, flooding, Break/Good Friday volcanoes Lancaster and earthquakes City Schools that can be taught along with this content. GRADE 4 Standards Calendar Pacing for Instruction & Assessment Science Inquiry and Application Observe and ask questions MARCH about the natural environment. Plan and conduct simple investigations. Employ simple equipment and tools to gather data and extend the senses. Use appropriate mathematics with data to construct reasonable explanations. Communicate about observations,Visual Artsinvestigations Standards and explanations. Review and ask questions about the observations and explanations of others. August 14-15 – PD Institute Producing and Performing 5PR CombineAugust 20 the – General,elements Building and principles and Staff of Inservice art and design to create visuallyAugust effective 21 – Teacher compositions Work Day in original works of art. 1PR Identify, select and vary art materials, tools and processes August 21 – Board of Education Meeting August 22 – First Day of School for Students (Grades K-9 ONLY) to achieve desired results in their artwork. Elements of Art: line, shape (2:D: square, rectangle, triangle, circle), form August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) (3-D: cube, cone, pyramid, sphere) space (near/far, positive and negative), Student makes specific choices when making art texture (actual: how does is feel8 orinstructional implied: LOOK dayslike it would feel), color (primary: red, yellow, blue; secondary: orange, green, violet), value Student explains/justifies the specific choices (amount of dark and light)

2PR Experiment with art materials by using them in unexpected Principles of Art: Emphasis (focal point—what’s the “main part”), Pattern, and creative ways to express ideas and convey meaning. Movement (what path do your eyes travel around the work), Balance (formal/symmetrical—same on both sides, informal/asymmetrical— Student experiments with art media, considering alternate methods different on each side) (such as: what can be used as a paintbrush that might not be a paintbrush) and multi-media (mixing such as marker on top of paint) Student identifies the Elements and Principles of Art in completed options compositions

3PR Generate ideas and employ a variety of strategies to solve visual problems. 6PR Demonstrate technical skill through the integration of common processes and topics from other subject areas. Student brainstorms and sketches (informal, practice drawings) before beginning an artwork as planning and continues when needing direction during the process of artmaking

4PR Demonstrate motivation, independence and persistence during studio practices to complete artworks. See 1-3PR, above

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM APRIL ‘16 April 28 – Interim Reports Sent to Parents Lancaster City Schools S M T W Th F S 1 2 3 4 5 6 7 8 9 GRADE 4 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Standards Calendar 24 25 26 27 28 29 30 Pacing for Instruction & Assessment APRIL

Reading Standards Writing Standards

Mastery Standards: Mastery Writing Standards:

RI.4.8. Explain how an author uses reasons and evidence to W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. support particular points in a text. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are RI.4.9. Integrate information from two texts on the same topic grouped to support the writer’s purpose. in order to write or speak about the subject knowledgeably. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for RL.4.4. Determine the meaning of words and phrases as they are instance, in order to, in addition). used in a text, including those that allude to significant d. Provide a concluding statement or section related to the characters found in mythology (e.g., Herculean). opinion presented.

RF.4.4. Read with sufficient accuracy and fluency to support W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. comprehension. c. Use context to confirm or self‐correct word recognition and W.4.9. Draw evidence from literary or informational texts to understanding, rereading as necessary. support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., RL.4.9. Compare and contrast the treatment of similar themes “Describe in depth a character, setting, or event in a story or and topics (e.g., opposition of good and evil) and patterns of drama, drawing on specific details in the text [e.g., a events (e.g., the quest) in stories, myths, and traditional character’s thoughts, words, or actions].”). literature from different cultures. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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”).

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM APRIL ‘16 April 28 – Interim Reports Sent to Parents Lancaster City Schools S M T W Th F S 1 2 GRADE 4 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Standards Calendar 17 18 19 20 21 22 23 Pacing for Instruction & Assessment 24 25 26 27 28 29 30 April

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM April 28 – Interim Reports Sent to Parents APRIL ‘16 Lancaster City Schools S M T W Th F S 1 2 GRADE 4 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Standards Calendar 17 18 19 20 21 22 23 Pacing for Instruction & Assessment 24 25 26 27 28 29 30 APRIL

Language Arts Standards Mastery Language Standards:

Mastery Speaking and Listening Standards: L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SL.4.3. Identify the reasons and evidence a speaker provides to f. Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.* support particular points. g. Correctly use frequently confused words (e.g., to, too, two; there, their).* SL.4.4. Report on a topic or text, tell a story, or recount an h. Use coordinating and subordinating conjunctions. experience in an organized manner, using appropriate facts and L.4.2. Demonstrate command of the conventions of standard relevant, descriptive details to support main ideas or themes; English capitalization, punctuation, and spelling when writing. speak clearly at an understandable pace. c. Use a comma before a coordinating conjunction in a compound sentence. SL.4.5. Add audio recordings and visual displays to L.4.3. Use knowledge of language and its conventions when presentations when appropriate to enhance the development of writing, speaking, reading, or listening. main ideas or themes. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion). L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM APRIL ‘16 April 28 – Interim Reports Sent to Parents S M T W Th F S Lancaster City Schools 1 2 3 4 5 6 7 8 9 GRADE 4 10 11 12 13 14 15 16 Standards Calendar 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Pacing for Instruction & Assessment APRIL

Major Standards, 70% Supporting Standards, 20% Additional Standards, 10% - emphasis on PARCC Assessments Geometric measurement: understand concepts of angle and measure Math Learning Standards angles.

Mathematical Practices 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle 1. Make sense of problems and persevere in solving them. measurement: 2. Reason abstractly and quantitatively. a. An angle is measured with reference to a circle with its center at the 3. Construct viable arguments and critique the reasoning of others. common endpoint of the rays, by considering the fraction of the circular 4. Model with mathematics. arc between the points where the two rays intersect the circle. An angle 5. Use appropriate tools strategically. that turns through 1/360 of a circle is called a “one-degree angle,” and can 6. Attend to precision. be used to measure angles. 7. Look for and make use of structure. b. An angle that turns through n one-degree angles is said to have an angle 8. Look for and express regularity in repeated reasoning. measure of n degrees.

Draw and identify lines and angles, and classify shapes by properties 4MD.6 Measure angles in whole-number degrees using a protractor. Sketch of their lines and angles. angles of specified measure. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), 4MD.7 Recognize angle measure as additive. When an angle is decomposed and perpendicular and parallel lines. Identify these in two-dimensional into figures. non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems 4.G.2 Classify two-dimensional figures based on the presence or absence of to find unknown angles on a diagram in real world and mathematical parallel or perpendicular lines, or the presence or absence of angles of problems, e.g., by using an equation with a symbol for the unknown angle a specified size. Recognize right triangles as a category, and identify measure. right triangles.

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line Major Standards Supporting Standards Additional Standards across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM April 28 – Interim Reports Sent to Parents APRIL ‘16 S M T W Th F S Lancaster City Schools 1 2 GRADE 4 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Standards Calendar 17 18 19 20 21 22 23 Pacing for Instruction & Assessment 24 25 26 27 28 29 30 APRIL

Life Science (LS) February-April Topic: Earth’s Living History This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors. (Science Continued) Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

Fossils can be compared to one another and to present-day organisms field trips or other references must be used to explore the according to their similarities and differences. relationships between previous environments, changes that have occurred in the environments and the species that lived there. Content Statement: Changes in an organism’s environment are sometimes beneficial to its Note: Grade 4 ES focuses on changes to Earth’s surface due to erosion, deposition of soil, rock sediment, flooding, volcanoes and survival and sometimes harmful. earthquakes that can be taught along with this content. Ecosystems can change gradually or dramatically. When the environment changes, some plants and animals survive and reproduce and others die or Move on to May Standards if finished move to new locations. An animal’s patterns of behavior are related to the environment. This includes the kinds and numbers of other organisms present, the availability of food and resources, and the physical attributes of the Ohio Social Studies Standards environment. Concepts: 4.HI.B.8- Many technological innovations that originated in Ohio benefitted Ecosystems are based on interrelationships among and between biotic and the United States. abiotic factors. Ohio has experienced various weather patterns. Some parts of Ohio hosted glaciers and other parts of Ohio were submerged with water. 4.GE.B.11- The regions which became known as the North, South, and West Ecosystems can change rapidly (e.g., volcanoes, earthquakes, or fire) or very of the United States developed in the early 1800’s largely based on their slowly (e.g., climate change). Major changes over a short period of time can physical environments and economies. have a significant impact on the ecosystem and the populations of plants and 4.GE.C.13-The population of the United States has changed over time, animals living there. The changes that occur in the plant and animal becoming more diverse (e.g., racial, ethnic, linguistic, and religious populations can impact access to resources for the remaining organisms, which characteristics). Ohio’s population has become increasingly reflective of the may result in migration or death. The fossil record provides evidence for cultural diversity of the United States. changes in populations of species. 4.GE.C.14-Ohio’s location in the United States and its transportation systems Researching and investigating specific areas in Ohio (e.g., Cedar Bog, Lake Erie, continue to influence the movement of people, products and ideas. Hocking Hills, Caesar Creek, Kelly’s Island) via field studies, virtual

Visual Arts Responding/Reflecting (RE) 5RE Refer to criteria and use art vocabulary when discussing Identify qualities that contribute to the design and meaning of their artworks and the works of others. and judging the quality of artworks.

Describe specific visual examples of how an artist creates meaning (color, See 4RE, above arrangement of elements…) Students should also use appropriate vocabulary when discussion Develop and share their ideas, beliefs and values about art. relates to artmaking (such as “brushstroke”)

Guiding questions for expressing personal judgment: What is art?, What makes 6RE Give and use constructive feedback to produce artworks “good” art?, What art do you enjoy looking at?, What art do you enjoy making?, that achieve learning goals. What do you not like about art?, et cetera Use of classroom “critique” (discussion) about specific aspects of a Recognize and describe the relationship of artworks to their social and completed artwork (consider 4RE, above) cultural contexts.

Identify the connection between specific professional/famous artworks and the Rubrics completed by the student artist and teacher social, political, and economic climate of the time period Allow students to make corrections/updates/improvements to artworks Discuss how artwork can influence a viewer’s thoughts and opinions after receiving feedback (from peers or teacher) and/or participating in a self-assessment Generate criteria for discussing and assessing works of art.

Criteria should include

Description (see Elements of Art 5PR)

Visual Analysis (see Principles of Art 5PR)

Interpretation (the message/story the artist is telling a viewer)

Judgment (does the student like/dislike, why?)

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM APRIL ‘16 S M T W Th F S Lancaster City Schools 1 2 GRADE 4 3 4 5 6 7 8 9 April 28 – Interim Reports Sent to Parents 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Standards Calendar Pacing for Instruction & Assessment April Handwriting Standards Form and ProductionHW.4.2 Maintain legibility in manuscript writing. HW.4.3 Form legible letters and numerals using cursive writing. a. Write words, using proper joinings, legibly in cursive.b. Legibly write sentences and paragraphs in cursive with proper spacing.Writing Application HW.4.4 Know and apply grade-level handwriting skills Choose handwriting or keyboarding as appropriate for the task and audience.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM May 17 – Late Arrival MAY ‘16 May 26 – Last Day of School for Students May 27 – Staff Records Day Lancaster City Schools S M T W Th F S May 29 – Commencement Services GRADE 4 1 2 3 4 5 6 7 May 30 – Memorial Day 8 9 10 11 12 13 14 Standards Calendar 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Pacing for Instruction & Assessment 29 30 31 MAY

Reading Standards August 14-15 –Writing PD Institute Standards August 20 – General, Building and Staff Inservice Mastery Standards Mastery WritingAugust Standards: 21 – Teacher Work Day August 21 – Board of Education Meeting RI.4.8. Explain how an author uses reasons and evidence to support W.4.1. WriteAugust opinion 22 –pieces First Day on of topics School or for texts, Students supporting (Grades a K-9 ONLY) particular points in a text. point of viewAugust with 22reasons – Students and Dismissedinformation. (Grades 10, 11, 12 ONLY) a. Introduce a topic or text clearly,8 instructional state an opinion, days and RI.4.9. Integrate information from two texts on the same topic in order create an organizational structure in which related ideas are to write or speak about the subject knowledgeably. grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. RL.4.4. Determine the meaning of words and phrases as they are used c. Link opinion and reasons using words and phrases (e.g., for in a text, including those that allude to significant instance, in order to, in addition). characters found in mythology (e.g., Herculean). d. Provide a concluding statement or section related to the opinion presented. RF.4.4. Read with sufficient accuracy and fluency to support comprehension. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. RL.4.9. Compare and contrast the treatment of similar themes and a. Apply grade 4 Reading standards to literature (e.g., topics (e.g., opposition of good and evil) and patterns of events (e.g., “Describe in depth a character, setting, or event in a story or the quest) in stories, myths, and traditional literature from different drama, drawing on specific details in the text [e.g., a cultures. character’s thoughts, words, or actions].”).

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. 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”).

August 14-15 – PD Institute Language Arts Standard August 20Language – General, Building Arts andStandards Staff Inservice Mastery LanguageAugust 21 – Teacher Standards: Work Day August 21 – Board of Education Meeting Mastery Speaking and Listening Standards L.4.1. DemonstrateAugust 22 – command First Day of Schoolof the for conventions Students (Grades of standard K-9 ONLY) August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) SL.4.3. Identify the reasons and evidence a speaker provides to English grammar and usage8 wheninstructional writing or days speaking. support particular points. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.* SL.4.4. Report on a topic or text, tell a story, or recount an g. Correctly use frequently confused words (e.g., to, too, two; experience in an organized manner, using appropriate facts and there, their).* relevant, descriptive details to support main ideas or themes; h. Use coordinating and subordinating conjunctions. speak clearly at an understandable pace. L.4.2. Demonstrate command of the conventions of standard SL.4.5. Add audio recordings and visual displays to English capitalization, punctuation, and spelling when writing. presentations when appropriate to enhance the development of c. Use a comma before a coordinating conjunction in a main ideas or themes. compound sentence. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion). L.4.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM May 17 – Late Arrival May 26 – Last Day of School for Students MAY ‘16 May 27 – Staff Records Day Lancaster City Schools May 29 – Commencement Services S M T W Th F S GRADE 4 May 30 – Memorial Day 1 2 3 4 5 6 7 Standards Calendar 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Pacing for Instruction & Assessment 22 23 24 25 26 27 28 MAY 29 30 31

August 14-15 – PD Institute August 20 – General, Building and Staff Inservice Major Standards, 70% Supporting Standards, 20% Additional August 21 – Teacher Work Day Standards, 10% - emphasis on PARCC Assessments August 21 – Board of Education Meeting August 22 – First Day of School for Students (Grades K-9 ONLY) Use the fourAugust operations 22 – Students with whole Dismissed numbers (Grades to 10, solve 11, 12problems. ONLY) Math Learning Standards 8 instructional days 4.OA.2 Multiply or divide to solve word problems involving multiplicative Mathematical Practices comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing 1. Make sense of problems and persevere in solving them. multiplicative comparison from additive comparison.1 2. Reason abstractly and quantitatively. 4.OA.3 Solve multistep word problems posed with whole numbers and having 3. Construct viable arguments and critique the reasoning of others. whole-number answers using the four operations, including problems 4. Model with mathematics. in which remainders must be interpreted. Represent these problems 5. Use appropriate tools strategically. using equations with a letter standing for the unknown quantity. 6. Attend to precision. Assess the reasonableness of answers using mental computation and 7. Look for and make use of structure. estimation strategies including rounding 8. Look for and express regularity in repeated reasoning. Gain familiarity with factors and multiples 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine Use place value understanding and properties of operations to perform whether a given whole number in the range 1–100 is a multiple of a multi-digit arithmetic. given one-digit number 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based Represent and interpret data. on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area 4MD.4. Make a line plot to display a data set of measurements in fractions of a models. unit 4.NBT.6 Find whole-number quotients and remainders with up to four-digit (., ., 1/8). Solve problems involving addition and subtraction of fractions dividends and one-digit divisors, using strategies based on place by using information presented in line plots. For example, from a line plot value, the properties of operations, and/or the relationship between find and interpret the difference in length between the longest and shortest multiplication and division. Illustrate and explain the calculation by specimens in an insect collection using equations, rectangular arrays, and/or area models.

Major Standards Supporting Standards Additional Standards

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM May 17 – Late Arrival May 26 – Last Day of School for Students MAY ‘16 May 27 – Staff Records Day Lancaster City Schools S M T W Th F S May 29 – Commencement Services GRADE 4 1 2 3 4 5 6 7 May 30 – Memorial Day 8 9 10 11 12 13 14 Standards Calendar 15 16 17 18 19 20 21 Pacing for Instruction & Assessment 22 23 24 25 26 27 28 29 30 31 MAY

August 14-15 –Ohio PD Institute Social Studies Health: Nutrition- April-May August 20 – General, Building and Staff Inservice August 21 – Teacher Work Day Describe the structure and function of the digestive system and behaviors that 4.GE.C.14-Ohio’sAugust location 21 – Board in the of United Education States Meeting and its transportation systems August 22 – First Day of School for Students (Grades K-9 ONLY) will protect it. continue to influence the movement of people, products and ideas. August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) Describe why the body needs food. 4.EC.E.23- Entrepreneurs in Ohio8 and instructional the United States days organize productive resources and take risks to make a profit and compete with other producers. Explain the role of nutrients and fiber in a healthful diet. FL 24. Saving a portion of income contributes to an individual’s financial well- Organize food according to the major nutrients they contain. being. Individuals can reduce spending to save more of their income.

Use My Plate to classify foods into the five basic food groups.

Describe the importance of a balanced diet for overall health.

Analyze food labels to make healthful choices for meals and snacks.

Explain how the amount and food eaten influence health including body weight and stress levels.

Identify ways to prepare and handle foods safely.

Resources: McGraw Hill: chapter 5, National Dairy Council – Pyramid Exploration, - Food Smarts: My Pyramid for Kids [26:16] Nutrition Labels: Our Guides to Healthy Eating [18:00], choosemyplate.gov

Human Body: Circulatory and Respiratory Systems- April-May Describe the structure and function of the circulatory system and behaviors that will protect it.

Diagram and label the four chambers of the heart.

Show the relationship between increasing breathing rate and heart rate during physical activity. 2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM Describe the structure and function of the respiratory system and behaviors that will protect it.

Explain how the circulatory and respiratory systems work together.

Resources: McGraw Hill : chapter 2, United Streaming, Skills for Success – Human Body by Carson Dellosa

Water Safety Describe ways to which safe and healthy school and community environments can promote personal health.

Describe ways to prevent common childhood injuries and health problems.

Describe how the school and community can support personal health practices and behaviors.

Identify safety rules to use in water.

Practice health enhancing behaviors and reduce health risks. (YMCA)

Resources: McGraw Hill pages 238 – 240 Health: Nutrition- April-May

Describe the structure and function of the digestive system and behaviors that will protect it.

Describe why the body needs food.

Explain the role of nutrients and fiber in a healthful diet.

Organize food according to the major nutrients they contain.

Use My Plate to classify foods into the five basic food groups.

Describe the importance of a balanced diet for overall health.

Analyze food labels to make healthful choices for meals and snacks.

Explain how the amount and food eaten influence health including body weight and stress levels.

Identify ways to prepare and handle foods safely.

Resources: McGraw Hill: chapter 5, National Dairy Council – Pyramid Exploration, - Food Smarts: My Pyramid for Kids [26:16] Nutrition Labels: Our Guides to Healthy Eating [18:00], choosemyplate.gov

Human Body: Circulatory and Respiratory Systems- April-May Describe the structure and function of the circulatory system and behaviors that will protect it.

Diagram and label the four chambers of the heart.

Show the relationship between increasing breathing rate and heart rate during physical activity.

Describe the structure and function of the respiratory system and behaviors that will protect it.

Explain how the circulatory and respiratory systems work together.

MAY ‘16 Resources: McGraw Hill : chapter 2, United Streaming, Skills for Success – S M T W Th F S May 17 – Late Arrival Human Body by Carson Dellosa 1 2 3 4 5 6 7 May 26 – Last Day of School for Students Lancaster City Schools May 27 – Staff Records Day Water Safety 8 9 10 11 12 13 14 15 16 17 18 19 20 21 May 29 – Commencement Services Describe ways to which GRADE safe and healthy 4 school and community environments 22 23 24 25 26 27 28 May 30 – Memorial Day can promote personal Standards health. Calendar 29 30 31

Describe Pacing ways forto prevent Instruction common childhood & Assessment injuries and health problems. MAY Describe how the school and community can support personal health practices and behaviors. Refer to criteria and use art vocabulary when discussing and judging the Visual Arts Identify safety rules to use in water. quality of artworks. Responding /Reflecting (RE) Practice health enhancing behaviors and reduce health risks. (YMCA) See 4RE, above 1RE Identify qualities that contribute to the design and meaning of their artworks and the works of others. Students should also use appropriate vocabulary when discussion relates to Resources: McGraw Hill pages 238 – 240 artmaking (such as “brushstroke”) Describe specific visual examples of how an artist creates meaning (color, arrangement of elements…) Give and use constructive feedback to produce artworks that achieve learning 2RE Develop and share their ideas, beliefs and values about art. goals.

Guiding questions for expressing personal judgment: What is art?, What makes Use of classroom “critique” (discussion) about specific aspects of a completed “good” art?, What art do you enjoy looking at?, What art do you enjoy making?, artwork (consider 4RE, above) What do you not like about art?, et cetera

3RE Recognize and describe the relationship of artworks to their social and Rubrics completed by the student artist and teacher cultural contexts. Allow students to make corrections/updates/improvements to artworks Identify the connection between specific professional/famous artworks and the after receiving feedback (from peers or teacher) and/or participating in a social, political, and economic climate of the time period self-assessment

Discuss how artwork can influence a viewer’s thoughts and opinions

4RE Generate criteria for discussing and assessing works of art.

Criteria should include

Description (see Elements of Art 5PR)

Visual Analysis (see Principles of Art 5PR)

Interpretation (the message/story the artist is telling a viewer)

Judgment (does the student like/dislike, why?)

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM MAY ‘16 S M T W Th F S May 17 – Late Arrival Lancaster City Schools 1 2 3 4 5 6 7 May 26 – Last Day of School for Students 8 9 10 11 12 13 14 May 27 – Staff Records Day 15 16 17 18 19 20 21 May 29 – Commencement Services GRADE 4 22 23 24 25 26 27 28 May 30 – Memorial Day Standards Calendar 29 30 31 Pacing for Instruction & Assessment MAY

Handwriting Standards August 14-15 – PD Institute Form and ProductionHW.4.2 Maintain legibility in manuscript writing. August 20 – General, Building and Staff Inservice HW.4.3 Form legible letters and numerals using cursive writing. a. August 21 – Teacher Work Day Write words, using proper joinings, legibly in cursive.b. Legibly write August 21 – Board of Education Meeting sentences and paragraphs in cursive with proper spacing.Writing August 22 – First Day of School for Students (Grades K-9 ONLY) Application August 22 – Students Dismissed (Grades 10, 11, 12 ONLY) HW.4.4 Know and apply grade-level handwriting skills Choose 8 instructional days handwriting or keyboarding as appropriate for the task and audience.

2014-2015 DRAFT Standards Calendar 5/7/2018 10:43 PM