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English/Language Arts - Fourth Grade
Standards, Learning Expectations, and
Accomplishments
Content Standard: 1.0
The student will develop the reading and listening skills
necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of
print and non-print text.
Learning Expectations:
1.01 Continue to develop oral language and
listening skills.
1.02 Demonstrate knowledge of concepts of print.
1.03 Expand reading skills through phonemic
awareness.
1.04 Use decoding strategies to read unfamiliar
words.
1.05 Read to develop fluency, expression,
accuracy, and confidence.
1.06 Expand reading vocabulary.
1.07 Reading strategies to facilitate
comprehension.
1.08 Use active comprehension strategies to
derive meaning while reading and check for
understanding after reading.
1.09 Develop appropriate information skills and
study skills to facilitate learning.
1.10 Develop skills to facilitate reading to
learn in a variety of content areas.
1.11 Read independently for a variety of
purposes.
1.12 Experience various literary and media
genres.
1.13 Develop and sustain a motivation for
reading.
Reading Accomplishments
4.1.01 Continue to develop oral language and listening
skills.
a. Listen attentively by facing the
speaker, asking questions, and paraphrasing
what is said.
b. Use established rules for conversation
(e.g., do not interrupt, ask questions,
provide appropriate feedback).
c. Understand, follow, and give oral
multi-step directions which may include
illustrations.
d. Formulate and respond to questions
from teachers and other group members.
e. Participate in creative responses to
text (e.g., choral reading, discussion,
dramatization, and oral presentations).
f. Summarize orally what has been learned
or accomplished after completing an activity
or assignment.
g. Create and deliver an oral
presentation on an assigned topic (e.g.,
book reports, demonstrations, science
projects).
h. Present and/or perform original or
published literary work with a group and/or
individually.
i. Use different voice levels and speech
patterns for small groups, informal
discussions, and reports.
j. Interpret and use a variety of
non-verbal communication techniques (e.g.,
gestures, facial expression, posture).
k. Participate in recitations of
assigned/self-selected passages.
4.1.02 Demonstrate knowledge of concepts of print.
a. Use parts of text (e.g., title, title
page, table of contents, chapter title,
glossary, and index).
b. Use common text features to enhance
understanding (e.g., headings, key words,
graphics, captions, side bars).
c. Recognize different forms of text
(e.g., poems, plays, drama, letters, ads,
biographies).
4.1.03 Expand reading skills through phonemic awareness.
a. Develop awareness of the sounds of
language through repeated exposure to a
variety of auditory experiences (e.g.,
poetry, music lyrics, books on tape, sound
effects, read alouds).
b. Understand rhyming patterns in printed
materials.
c. Respond and analyze the effects of the
sounds of language (e.g., alliteration,
onomatopoeia, rhythm, beat).
4.1.04 Use decoding strategies to read unfamiliar words.
a. Continue to use knowledge of
letter-sound correspondence and structural
analysis to decode words.
b. Expand understanding and use of root
words, prefixes, and suffixes to decode
words.
c. Use syllabication to decode words.
d. Understand, recognize, and use
spelling patterns and word families to
decode words.
e. Decode unknown grade level words by
utilizing learned strategies (e.g., reading
ahead, drawing upon prior knowledge) to
verify word meanings within the context.
4.1.05 Read to develop fluency, expression, accuracy, and
confidence.
a. Increase confidence and poise in
reading aloud (e.g., paired reading, shared
reading, choral reading, recorded reading,
echo reading).
b. Read with fluency and confidence from
a variety of texts (e.g., poetry, drama,
current events, novels).
c. Participate in guided oral reading.
d. Read orally using appropriate
pronunciation, expression, and rate.
e. Adjust speed based on the purpose for
reading and reading level.
f. Read independently daily.
4.1.06 Expand reading vocabulary.
a. Build vocabulary by listening to
literature, participating in discussions,
and reading self-selected and assigned
texts.
b. Build vocabulary through frequent read
alouds.
c. Infer word meanings using roots,
prefixes, and suffixes.
d. Determine the meaning of unfamiliar
words using context clues, dictionaries,
glossaries, and other resources.
e. Use appropriate synonyms, antonyms,
and homonyms.
f. Foster word consciousness (e.g., word
play, word walls and word sorts).
g. Continue to use context clues to
determine the correct meaning/usage of
multiple meaning words.
h. Select the correct word to complete an
analogy.
i. Build vocabulary by reading from a
wide variety of text and literary genres.
4.1.07 Employ pre-reading strategies to facilitate
comprehension.
a. Set a purpose for reading (e.g., to
understand, to enjoy, to solve problems, to
locate specific information/facts).
b. Organize prior knowledge using a
variety of strategies (e.g., webbing,
mapping, brainstorming, listing).
c. Explore significant words to be
encountered in selected/assigned text.
d. Preview text using text features
(e.g., illustrations/pictures, graphs,
diagrams, and headings).
e. Make predictions about text using text
features (e.g., title, author,
illustrations, and text format).
f. Relate text to prior personal and
historical experiences, current events, as
well as previously read print and non-print
media.
4.1.08 Use active comprehension strategies to derive
meaning while reading and to check for understanding after
reading.
a. Derive meaning while reading by
1. formulating clarifying
questions.
2. predicting outcomes based upon
prior knowledge and adjusting
appropriately.
3. using metacognitive and
self-monitoring reading strategies
to improve comprehension (e.g.,
rereading, identifying miscues,
reading ahead, asking for help, and
drawing on earlier reading).
4. creating mental images.
5. expressing reactions and
personal opinions to a selection.
6. making inferences.
7. verifying or modifying the
pre-reading purpose.
8. drawing conclusions based on
evidence gained.
b. Check for understanding after reading by
1. indicating sequence of events
in fiction and nonfiction
selections.
2. selecting main idea and
supporting details from text.
3. identifying the author's
purpose (e.g., to entertain, to
inform, to explain).
4. discussing similarities and
differences in events and characters
using evidence cited in two or three
text(s).
5. selecting information to meet
a specific purpose.
6. stating reasonable
generalizations in reference to two
pieces of text on a similar topic.
7. locating information to
support opinions, predictions, and
conclusions.
8. identifying cause and effect
relationships.
9. distinguishing between
fact/opinion and reality/fantasy.
10. identifying and interpreting
figurative language (e.g., idioms,
similes, metaphors,
personification).
11. recognizing the theme of a
single passage.
12. reflecting upon comprehension
strategies utilized to make meaning
from text.
4.1.09 Develop appropriate information skills and study
skills to facilitate learning.
a. Use and discern appropriate reference
sources in various format (e.g., interviews
with family and community; encyclopedias,
card/electronic catalogs, almanacs,
magazines, and newspapers).
b. Use media (e.g., photographs, films,
videos, the arts, on-line catalogs,
non-fiction books, encyclopedias, CD-ROM
references, internet) to view, read, and
represent information.
c. Use current technology as a research
and communication tool for personal
interest, research, and clarification.
d. Understand a variety of informational
texts, which include primary sources (e.g.,
autobiographical sketches, letters, and
diaries; and internet sites).
e. Utilize the dictionary, glossary,
thesaurus, and other word-referenced
materials.
f. Skim materials to develop a general
overview of content or to locate specific
information.
g. Retrieve, organize, and represent
information (e.g., charts, maps, graphs,
forms, tables, timelines).
h. Develop an awareness of the effects of
media (e.g., television, print materials,
radio, internet, magazines) on daily life.
i. Gather and record information on a
research topic using two different sources.
4.1.10 Develop skills to facilitate reading to learn in a
variety of content areas.
a. Develop and maintain vocabulary
specific to content and to current events.
b. Locate information using available
text features (e.g., maps, charts, graphics,
appendices, and tables of contents).
c. Apply comprehension skills and
strategies to informational text (e.g.,
pre-reading and active comprehension).
d. Use self-correction strategies while
reading (e.g., pausing, rereading,
consulting other sources, asking for help).
e. Determine the reliability of sources
on a given topic (e.g., editorials,
newspapers, magazines, biographies).
4.1.11 Read independently for a variety of purposes.
a. Read for literary experience.
b. Read to gain information.
c. Read to perform a task.
d. Read for enjoyment.
e. Read to expand vocabulary.
f. Read to build fluency.
4.1.12 Experience various literary and media genres.
a. Read, view, and recognize various
literary (e.g., poetry, novels, historical
fiction, nonfiction) and media (e.g.
photographs, the arts, films, video) genres.
b. Determine the problem of a story,
discover its solution, and consider
alternate solutions.
c. Sequence the events of a selection
from beginning to end, determining how the
incidents are connected and lead to a
solution/conclusion.
d. Identify and describe the main and
minor characters, considering the importance
of their actions, motives, and appearances.
e. Make inferences about print and
non-print text.
f. Compare and contrast events and
characters using evidence cited from print
and non-print text(s).
g. Compare and contrast different
versions/representations of the same
stories/events that reflect different
cultures.
h. Summarize selected passages.
i. Distinguish between first and third
person points of view.
j. Explore the concept of theme.
k. Recognize and understand basic
literary devices (e.g., imagery, simile,
metaphor, personification).
4.1.13 Develop and sustain a motivation for reading.
a. Visit libraries/media centers and book
fairs to explore books.
b. Use personal criteria to select
reading material (e.g., personal interest,
knowledge of authors, text difficulty, text,
genres, recommendation of others).
c. Read daily from self-selected
materials.
d. Relate literary experiences (e.g.,
book discussions, literacy circles, writing,
oral presentations, artistic expressions).
e. Begin a personal reading list or
reading log/journal to reflect reading
progress and accomplishments.
f. Experience and develop an awareness of
literature that reflects a diverse society.
g. Choose to read as a leisure activity.
Fourth Grade Benchmarks/Indicators (Reading)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.1.spi.1. identify correctly used capital
letters with names, dates, and addresses, and at the
beginning of sentences within context.
4.1.spi.2. use table of contents, title page, and
glossary to locate information.
4.1.spi.3. use prefixes, suffixes and root words
as aids in determining meaning within context.
4.1.spi.4. recognize plot features of fairy
tales, folk tales, fables, and myths.
4.1.spi.5. identify characters, setting, and plot
in a passage.
At Level 2, the student is able to
4.1.spi.6. determine the problem of a story and
recognize its solution.
4.1.spi.7. identify grade level compound words,
contractions, and common abbreviations within
context.
4.1.spi.8. use headings, graphics, and captions
to make meaning from texts.
4.1.spi.9. select appropriate synonyms, antonyms,
and homonyms within context.
4.1.spi.10. determine the meaning of unfamiliar
words/multiple meaning words using context clues,
dictionaries, and glossaries.
4.1.spi.11. recognize and use grade appropriate
vocabulary within text.
4.1.spi.12. evaluate texts for elements of
fact/opinion and reality/fantasy.
4.1.spi.13. distinguish between fact and opinion
within text.
4.1.spi.14. interpret information using a chart,
map, or timeline.
4.1.spi.15. use available text features (e.g.,
graphics, glossaries, and illustrations) to make
meaning from text.
4.1.spi.16. indicate the sequence of events in
print (fiction and non-fiction) and in non- print
texts.
4.1.spi.17. make predictions about text.
4.1.spi.18. select questions to clarify thinking.
4.1.spi.19. identify different forms of text
(e.g., poems, drama, fiction, non-fiction).
4.1.spi.20. recognize cause and effect
relationships within text.
At Level 3, the student is able to
4.1.spi.21. identify and interpret similes and
metaphors.
4.1.spi.22. determine appropriate inferences and
draw conclusions from text.
4.1.spi.23. select sources from which to gather
information on a given topic.
4.1.spi.24. locate information to support
opinions, predictions, and conclusions.
4.1.spi.25. identify the author's purpose (to
entertain, to inform, to persuade, to share
feelings).
4.1.spi.26. recognize the sounds of language
(i.e., alliteration, rhyme, and repetition).
4.1.spi.27. choose a logical word to complete an
analogy using synonyms and antonyms.
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.1.tpi.1 listen attentively by facing the
speaker, asking questions and paraphrasing.
4.1.tpi.2 use established rules of conversation
consistently (taking turns, raising hands).
4.1.tpi.3. decode words using learned strategies.
4.1.tpi.4. demonstrate an awareness of the sounds
of language, including rhyming patterns.
4.1.tpi.5. reflect punctuation while reading.
4.1.tpi.6. formulate and respond to questions
from teacher and other group members.
At Level 2, the student is able to
4.1.tpi.7. identify a purpose for reading
4.1.tpi.8. understand, follow and give oral
multi-step directions.
4.1.tpi.9. preview the text to activate prior
knowledge.
4.1.tpi.10. read and recognize various literary
genres (e.g., poems, plays, chapter books and
textbooks).
4.1.tpi.11. use metacognitive strategies to
improve comprehension.
4.1.tpi.12. predict outcomes based on prior
knowledge and adjust as additional knowledge is
acquired.
4.1.tpi.13. express personal opinions and
reactions to text (e.g., reading journal).
4.1.tpi.14. relate literary experiences, (e.g.,
literacy circles, written/oral reports).
4.1.tpi.15. summarize materials read and/or
lessons learned.
4.1.tpi.16. connect life experiences to texts
read.
4.1.tpi.17. respond creatively to texts.
4.1.tpi.18. use common text features to enhance
understanding.
4.1.tpi.19. read aloud frequently using
appropriate expression and rate.
4.1.tpi.20. read fluently basic grade-appropriate
selections.
4.1.tpi.21. make connections among various texts
showing similarities and differences related to
setting, events, and characters.
At Level 3, the student is able to
4.1.tpi.22. organize prior knowledge, using a
variety of strategies (e.g., brain-storming, graphic
organizers, webbing, and mapping).
4.1.tpi.23. use content specific vocabulary.
4.1.tpi.24. use library media sources to access
information (e.g., encyclopedias, Internet,
electronic catalog).
4.1.tpi.25. compare and contrast elements of
stories from different cultures.
4.1.tpi.26. extend ideas presented in text.
4.1.tpi.27. read daily and independently.
4.1.tpi.28. recognize propaganda techniques
(i.e., bandwagon, loaded words, testimonials).
4.1.tpi.29. deliver an oral presentation on an
assigned topic.
4.1.tpi.30. verify the meaning/usage of a
multiple-meaning word through the use of a
dictionary or thesaurus.
4.1.tpi.31. draw conclusions from evidence within
the text.
Writing
Content Standard: 2.0
The student will develop the structural and creative
skills of the writing process necessary to produce written
language that can be read, presented to, and interpreted by
various audiences.
Learning Expectations:
2.01 Engage in prewriting using a variety of
strategies.
2.02 Write for a variety of audiences and
purposes.
2.03 Show evidence of drafting and revision with
written work.
2.04 Include editing before the completion of
finished work.
2.05 Evaluate own and others' writing.
2.06 Experience numerous publishing
opportunities.
2.07 Write narrative accounts.
2.08 Write frequently across all content areas.
2.09 Write expressively using original ideas,
reflections, and observations.
2.10 Write in response to literature.
2.11 Write in a variety of modes and genres.
Writing Accomplishments
4.2.01 Engage in prewriting using a variety of
strategies.
a. Generate and focus ideas through
brainstorming and peer discussions.
b. Use print and non-print materials
along with prior knowledge to provide
background for writing.
c. Arrange ideas by using graphic
organizers (e.g., listing, clustering, story
maps, and webs).
d. Select and refine a topic.
e. Determine appropriate audience.
f. Begin to establish a purpose for
writing.
4.2.02 Write for a variety of audiences and purposes.
a. Write a descriptive paragraph to
create a visual image.
b. Write in response to a standard prompt
and/or select a prompt from two choices.
c. Write to inform a particular audience
about a specific issue.
d. Compose a narrative (e.g., to
entertain, to inform, to share experiences).
e. Write to acquire knowledge (e.g.,
clarify thinking, take notes, synthesize
information, enhance communication).
f. Introduce writing in the expository
mode (e.g., explanatory paragraph, "how to"
paragraph).
4.2.03 Show evidence of drafting and revision with
written work.
a. Write and think freely while drafting.
b. Select format based on purpose.
c. Write with a sense of audience.
d. Develop topic sentence with supporting
details and concluding sentence to form a
paragraph.
e. Maintain focus of topic with specific
relevant supporting details.
f. Construct varied sentences (i.e.,
syntactic variety) to add interest.
g. Arrange multi-paragraph work in a
logical and coherent order.
h. Write using appropriate time-order or
transitional words.
i. Use correct page format (e.g.,
paragraphs, margins, indentations, and
titles).
j. Revise to clarify and refine ideas, to
distinguish between important and
unimportant information, and to enhance word
selection.
k. Produce multiple drafts.
4.2.04 Include editing before the completion of finished
work.
a. Edit for elements of language.
b. Proofread using reference materials.
c. Use a computer or other technological
tools as editing tools.
d. Create readable documents with legible
handwriting.
4.2.05 Evaluate own and others' writing.
a. Develop and use classroom rubrics for
written work.
b. Introduce and use the state assessment
rubric.
c. Participate in peer review and
editing.
d. Review personal collection to
determine progress and evaluate work.
e. Acknowledge and discuss diversity of
individual writing styles.
4.2.06 Experience numerous publishing opportunities.
a. Produce a variety of written works
(e.g. literature response, reports,
"published" books, group or paired writing).
b. Incorporate photos, illustrations,
charts, tables, or graphs.
c. Use technology for publishing
individual and group work.
d. Identify and explore opportunities for
publication (e.g., local and national
contests, internet web sites,
newspapers/periodicals, school displays).
4.2.07 Write narrative accounts.
a. Write in response to narrative
prompts, both self-selected and assigned.
b. Practice response to assigned prompts
in timed situations.
c. Write with developed characters,
setting, and plot.
d. Incorporate sensory details using
vivid words and figurative language to
establish a context that enables readers to
visualize an event or experience.
e. Write with well-developed
organizational structure, sequence of
events, and details.
f. Begin to develop a voice.
g. Use classroom and state rubrics as
guides for writing.
4.2.08 Write frequently across all content areas.
a. Produce a variety of creative works
utilizing knowledge from the content areas
(e.g., journals, letters to the editor).
b. Compose and respond to original
questions and/or problems from all content
areas.
c. Explain procedures used to solve
problems encountered in content areas (e.g.,
science lab experiments, math problems).
d. Investigate content specific topics to
gather information and write.
e. Use experiences from the arts to write
creatively and expressively.
4.2.09 Write expressively using original ideas,
reflections, and observations.
a. Express thoughts and feelings using
colorful, fully elaborated descriptions.
b. Incorporate vivid language.
c. Write poems, stories, and essays based
upon personal reflections, observations, and
experiences.
d. View, read, or listen to examples of
various writing styles.
4.2.10 Write in response to literature.
a. Write a letter to/as a character in a
written work.
b. Create an optional ending for a story.
c. Retell a story from a different point
of view.
d. Compare and contrast literary works.
e. Write a reader's response to a
literary work.
f. Write creative, imaginative, and
original responses to literature (e.g.
poems, raps, songs, stories).
4.2.11 Write in a variety of modes and genres.
a. Write a narrative including sensory
details.
b. Write a descriptive paragraph that
includes vivid language.
c. Write an expository/"how to" paragraph
with multiple steps.
d. Write a paper to compare/contrast two
people, places, things or ideas.
e. Create a variety of poems.
f. Write a research report using a single
source and notes taken using the source.
g. Write friendly and business letters.
h. Write journal entries.
i. Write an autobiographical account.
Fourth Grade Benchmarks/Indicators (Writing)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.2.spi.1. choose a topic sentence for a
paragraph.
4.2.spi.2. rearrange sentences to form a
sequential, coherent paragraph.
4.2.spi.3. identify the purpose for writing
(i.e., to entertain, to inform, to share
experiences) .
4.2.spi.4. rearrange events in a sequential or
chronological order in a writing selection.
4.2.spi.5. select the best title for a text.
At Level 2, the student is able to
4.2.spi.6. complete a graphic organizer (i.e.,
clustering, listing, mapping, webbing) to group
ideas for writing.
4.2.spi.7. select appropriate time-order or
transitional words to enhance the flow of a writing
sample.
4.2.spi.8. identify the most reliable sources of
information for preparing a report.
4.2.spi.9. select the best way to combine
sentences to provide syntactic variety within
context.
4.2.spi.10. select details that support a topic
sentence.
4.2.spi.11. choose the supporting sentence that
best develops a topic sentence.
4.2.spi.12. choose the supporting sentence that
best fits the context and flow of ideas in a
paragraph.
4.2.spi.13. identify the audience for which a
text is written.
At Level 3, the student is able to
4.2.spi.14. supply a missing piece of information
in a simple outline.
4.2.spi.15. identify sentences irrelevant to a
paragraph's theme or flow.
4.2.spi.16. select an appropriate concluding
sentence for a well-developed paragraph.
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.2.tpi.1. generate ideas for writing.
4.2.tpi.2. use prewriting strategies to organize
ideas and to access prior knowledge.
4.2.tpi.3. write for a variety of purposes (e.g.,
to construct journal responses, answers to essay
questions, and friendly and business letters).
4.2.tpi.4. write frequently in the descriptive
mode.
At Level 2, the student is able to
4.2.tpi.5. write friendly and business letters.
4.2.tpi.6. produce written work in various genres
and formats (e.g., poems, stories, instructions).
4.2.tpi.7. write in response to literature.
4.2.tpi.8. write creatively and imaginatively.
4.2.tpi.9. show evidence of written work in all
disciplines.
4.2.tpi.10. recognize and use all steps in the
writing process.
4.2.tpi.11. understand and use prompts and
rubrics.
4.2.tpi.12. use resources to aid in the writing
process.
4.2.tpi.13. write frequently in the narrative
mode.
4.2.tpi.14. use grade level appropriate
vocabulary when writing.
4.2.tpi.15. construct clear, coherent, organized
multi-paragraphed works.
At Level 3, the student is able to
4.2.tpi.16. develop methods of sharing written
work.
4.2.tpi.17. use a variety of sources to gather
information.
4.2.tpi.18. write with a sense of audience.
4.2.tpi.19. begin to write in the expository
mode.
4.2.tpi.20. produce multiple drafts.
4.2.tpi.21. write, using knowledge from the
content areas.
4.2.tpi.22. compare and contrast two persons,
places, or things.
4.2.tpi.23. evaluate own and others' writing,
using the Tennessee Writing Assessment rubric.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and
proper spelling as appropriate to speaking and writing.
Learning Expectations:
3.01 Demonstrate knowledge of standard English
usage.
3.02 Demonstrate knowledge of standard English
mechanics.
3.03 Demonstrate knowledge of standard English
spelling.
3.04 Demonstrate knowledge of correct sentence
structure.
Elements of Language Accomplishments
4.3.01 Demonstrate knowledge of standard English usage.
a. Use nouns appropriately (e.g.,
singular and plural, common and proper,
singular and plural possessives).
b. Use pronouns appropriately (e.g.,
subject, object, and possessive; singular
and plural; agreement with antecedents).
c. Use verbs appropriately (e.g., action
and linking, regular and irregular forms,
correct tenses, agreement in person and
number with both simple and compound
subjects).
d. Use adjectives appropriately (e.g.,
proper comparison forms, articles).
e. Use adverbs appropriately (e.g.,
proper comparison forms, negatives).
f. Recognize usage errors (e.g., double
negatives, troublesome word groups, [to,
too, two, there, their, they're, sit, set,
lie, lay]).
4.3.02 Demonstrate knowledge of standard English
mechanics.
a. Use correct capitalization (e.g.,
sentence beginnings, proper nouns and
adjectives, titles, abbreviations,
quotations, and parts of a friendly letter).
b. Use correct punctuation at the end of
sentences.
c. Demonstrate the correct usage of
commas (e.g., series, direct address,
following introductory words, dates,
addresses, quotations, letters, and compound
sentences).
d. Demonstrate the correct usage of
quotation marks (e.g., in direct quotations
and in titles).
e. Form contractions and possessives
using apostrophes.
f. Abbreviate words correctly.
g. Continue to write legibly.
4.3.03 Demonstrate knowledge of standard English
spelling.
a. Spell high frequency words correctly.
b. Spell correctly commonly misspelled
words as appropriate to grade level.
c. Spell correctly words commonly used in
content specific vocabulary.
d. Recognize misspelled words in the
context of sentences.
e. Spell plurals and possessives
correctly.
f. Use knowledge of root words, prefixes,
suffixes, and structural analysis to spell
words correctly.
g. Determine correct spelling of words
utilizing electronic and print tools (e.g.,
spell checkers, dictionaries, lists, word
walls, charts).
h. Identify and correctly spell homonyms
within the context of sentences or phrases.
i. Proofread and edit for accuracy of
spelling using appropriate strategies.
j. Develop a consciousness toward correct
spelling across all subject areas.
4.3.04 Demonstrate knowledge of correct sentence
structure.
a. Use appropriate language structure in
oral and written communication (e.g.,
subject-verb agreement in simple and
compound sentences, correct word order
within a sentence, correct placement of more
detailed words and phrases).
b. Use complete sentences in writing.
c. Recognize and edit incomplete
sentences and run-on sentences.
d. Combine simple sentences into compound
sentences.
e. Combine sentences using compound
subjects and/or predicates.
Fourth Grade Benchmarks/Indicators (Elements of Language)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
4.3.spi.1. identify the correct use of nouns
(i.e., common and proper, plurals, possessives),
verbs (i.e., agreement, tenses, action and linking),
and adjectives (i.e., comparison forms and articles)
within context.
4.3.spi.2. identify declarative, interrogative,
and exclamatory sentences by recognizing appropriate
end marks.
4.3.spi.3. select the best way to correct
incomplete sentences within context.
At Level 2, the student is able to
4.3.spi.4. identify the correct use of pronouns
(i.e., subject, object, and agreement), and adverbs
(i.e., comparison forms and negatives) within
context.
4.3.spi.5. identify the correct use of commas
(i.e., series, dates, addresses, friendly letters,
introductory words, compound sentences) within
context.
4.3.spi.6. recognize usage errors occurring
within context (i.e., double negatives, troublesome
words: to, too, two; their, there, they're; its,
it's).
4.3.spi.7. identify correctly spelled words in
context.
4.3.spi.8. choose the correct formation of
plurals, contractions and possessives within
context.
At Level 3, the student is able to
4.3.spi.9. choose the correct use of quotation
marks and commas in direct quotations.
4.3.spi.10. identify sentences with correct
subject-verb agreement (person and number).
Performance Indicators Teacher
As documented through teacher observation-
At Level 1, the student is able to
4.3.tpi.1. write legibly.
4.3.tpi.2. spell grade level words correctly.
4.3.tpi.3. observe appropriate language
structures, including correct use of verb tenses, in
writing and in speaking.
4.3.tpi.4. use voice intonation to indicate
appropriate punctuation.
At Level 2, the student is able to
4.3.tpi.5. recognize and revise incomplete and
run-on sentences.
4.3.tpi.6. regularly use correct punctuation when
writing.
4.3.tpi.7. recognize and correct usage errors
(e.g., troublesome pairs) in speech and in writing.
4.3.tpi.8. spell high-frequency words and
commonly misspelled words correctly as appropriate
to grade level.
4.3.tpi.9. correct own writing for spelling,
capitalization, and punctuation.
At Level 3, the student is able to
4.3.tpi.10. use correctly punctuated dialog in
writing.
4.3.tpi.11. form possessives, plurals, and
contractions correctly.
4.3.tpi.12. use commas correctly.
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Fourth Grade
Number and Operation
Content Standard 1.0 The
student will develop number and operation sense needed to
represent numbers and number relationships verbally,
symbolically, and graphically and to compute fluently and
make reasonable estimates in problem solving.
Learning Expectations:
· 1.1 Understand
numbers, ways of representing numbers, relationships
among numbers, and number systems.
· 1.2 Understand
meanings of operations and how they relate to one
another.
· 1.3 Solve problems,
compute fluently, and make reasonable estimates.
Accomplishments
4.1.1 Understand numbers, ways of representing numbers,
relationships among numbers, and number systems.
a. read and write numbers from hundredths to
hundred-thousands;
b. recognize the place value of a given digit
from hundredths to hundred-thousands;
c. compare and order whole numbers using the
appropriate symbols (i.e., >, <, = );
d. model fractions as parts of unit wholes, as
part of a set, as locations on number lines, and as
divisions of whole numbers;
e. recognize and generate equivalent forms of
whole numbers and commonly used fractions and
decimals;
f. use models to compare and order commonly used
fractions;
g. use concrete and pictorial representations to
compare decimals;
h. use various models to represent, order, and
compare whole numbers and commonly used fractions
and mixed numbers (e.g., number lines, base ten
blocks, Venn diagrams, hundreds boards);
i. communicate and use mathematical language and
symbols correctly.
4.1.2 Understand meanings of operations and how they
relate to one another.
a. explain the relationship between addition and
subtraction;
b. explain the relationship between
multiplication and division;
c. communicate the effects of addition,
subtraction, multiplication, and division on size
and order of numbers.
4.1.3 Solve problems, compute fluently, and make
reasonable estimates.
a. use strategies to estimate the results of
whole-number computations;
b. explain the reasonableness of results;
c. add and subtract fractions with like
denominators;
d. multiply and divide efficiently and accurately
with single-digit whole numbers;
e. add, subtract, and multiply decimals (includes
monetary units);
f. select appropriate methods and tools for
computing with whole numbers (e.g., mental
computation, estimation, calculators, paper and
pencil, guess and check);
g. solve real-world problems involving one-step
addition, subtraction, and multiplication;
h. identify missing information and/or too much
information in real-world problems;
i. apply logical reasoning to solve real-world
problems;
j. select the appropriate computational and
operational method to solve problems;
k. solve real-world problems using whole numbers,
fractions, and decimals.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment
at Level 1, the student is able to
· 4.1.spi.1. represent
whole numbers to 9999;
· 4.1.spi.2. compare
and order whole numbers to 9999 using the
appropriate symbol (<, >, =);
· 4.1.spi.3. solve
one-step real-world problems involving addition or
subtraction of whole numbers.
at Level 2, the student is able to
· 4.1.spi.4. read and
write numbers from hundred-thousands to hundredths;
· 4.1.spi.5. identify
the place value of a given digit from
hundred-thousands to hundredths;
· 4.1.spi.6. identify
fractions as parts of whole units, as parts of sets,
as locations on number lines, and as divisions of
whole numbers;
· 4.1.spi.7. multiply
efficiently and accurately with single-digit whole
numbers;
· 4.1.spi.8. use
estimation to select a reasonable solution to a
whole number computation involving addition,
subtraction, or multiplication;
· 4.1.spi.9. add and
subtract decimals (includes monetary units);
· 4.1.spi.10. represent
whole numbers up to 10,000 in expanded form ( 1000s
+ 100s + 10s + 1s);
· 4.1.spi.11. add and
subtract fractions with like denominators.
at Level 3, the student is able to
· 4.1.spi.12. represent
numbers as both improper fractions and mixed
numbers;
· 4.1.spi.13. generate
equivalent forms of whole numbers, commonly used
fractions, and decimals;
· 4.1.spi.14. solve
one-step real-world problems involving addition,
subtraction, or multiplication of whole numbers
and/or decimals.
Performance Indicators Teacher:
As documented through teacher observation
at Level 1, the student is able to
· 4.1.tpi.1. explain
the relationship between of addition and
subtraction;
· 4.1.tpi.2. explain
the relationship between multiplication and
addition;
· 4.1.tpi.3. explain
the relationship between multiplication and
division.
at Level 2, the student is able to
· 4.1.tpi.4. use
concrete and pictorial representations to compare
decimals;
· 4.1.tpi.5. use
various models to represent, order, and compare
whole numbers and commonly used fractions and mixed
numbers;
· 4.1.tpi.6 identify
missing information or too much information in
real-world problems
· 4.1.tpi.7.
communicate and use mathematical symbols correctly.
at Level 3, the student is able to
· 4.1.tpi.8. select
appropriate methods and tools for computing with
whole numbers;
· 4.1.tpi.9.
communicate the effects of addition, subtraction,
multiplication, and division;
· 4.1.tpi.10. select
the appropriate computational and operational
methods to solve problems.
Algebra
Content Standard 2.0 The
student will understand and generalize patterns as they
represent and analyze quantitative relationships and change
in a variety of contexts and problems using graphs, tables,
and equations.
Learning Expectations:
· 2.1 Understand
patterns, relations, and functions.
· 2.2 Represent and
analyze mathematical situations and structures using
algebraic symbols.
· 2.3 Illustrate
general properties of operations.
· 2.4 Analyze change in
various contexts.
Accomplishments
4.2.1 Understand patterns, relations, and functions.
a. generalize and extend geometric and numerical
patterns;
b. represent and analyze patterns and functions
using words, tables, and graphs;
c. identify and describe a function rule.
4.2.2 Represent and analyze mathematical situations and
structures using algebraic symbols.
a. interpret and solve open sentences that
involve addition, subtraction, multiplication, and
division;
b. represent the idea of a variable as an unknown
quantity using a letter or a symbol;
c. demonstrate an understanding that an equation
is a number sentence stating two quantities are
equal.
4.2.3 Illustrate general properties of operations.
a. apply commutative, associative, zero, and
identity properties.
4.2.4 Analyze change in various contexts.
a. investigate how a change in one variable
relates to a change in a second variable.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment
at Level 1, the student is able to
4.2.spi.1. solve open sentences involving addition and
subtraction.
at Level 2, the student is able to
· 4.2.spi.2. extend
numerical and geometric patterns;
· 4.2.spi.3. determine
the function rule for data in a function table
· 4.2.spi.4. connect
open sentences to real-world situations;
· 4.2.spi.5. solve open
sentences involving multiplication and division.
at Level 3, the student is able to
4.2.spi.6. apply basic function rules.
Performance Indicators Teacher:
As documented through teacher observation
at Level 1, the student is able to
4.2.tpi.1. apply commutative, associate, zero, and
identify properties
at Level 2, the student is able to
· 4.2.tpi.2. generalize
geometric and numerical patterns.5.2.tpi.2.
represent and analyze patterns and functions using
words, tables, and graphs;
· 4.2.tpi.3.
demonstrate an understanding that an equation is a
number sentence stating two quantities are equal;
· 4.2.tpi.4 identify
and describe a function rule;
· 4.2.tpi.5 investigate
how a change in one variable relates to a change in
a second variable.
at Level 3, the student is able to
· 4.2.tpi.6.
demonstrate understanding that an equation is a
number sentence stating two quantities are equal;
· 4.2.tpi.7. represent
the idea of a variable as an unknown quantity using
a letter or a symbol.
Geometry
Content Standard 3.0 The
student will develop an understanding of geometric concepts
and relationships as the basis for geometric modeling and
reasoning to solve problems involving one-, two-, and
three-dimensional figures.
Learning Expectations:
· 3.1 Analyze
characteristics and properties of two- and
three-dimensional shapes.
· 3.2 Specify locations
and describe spatial relationships using coordinate
geometry.
· 3.3 Apply
transformations and use symmetry to analyze
mathematical situations.
· 3.4 Use
visualization, spatial reasoning, and geometric
modeling to solve problems.
Accomplishments
4.3.1 Analyze characteristics and properties of two- and
three-dimensional shapes.
a. identify, compare, and analyze attributes of
two- and three-dimensional shapes;
b. develop and use mathematical language to
describe the attributes of geometric figures;
c. draw points, lines, line segments, rays, and
angles;
d. describe characteristics of lines and angles
(e.g., parallel, perpendicular, intersecting, right,
acute, obtuse);
e. describe and compare properties of two- and
three-dimensional geometric figures;
f. investigate and describe the results of
subdividing and combining two-dimensional geometric
figures;
g. recognize congruent geometric figures;
h. draw lines of symmetry for two-dimensional
geometric figures.
4.3.2 Specify locations and describe spatial
relationships using coordinate geometry.
a. use appropriate mathematical language to find
and specify points on a grid using whole number
coordinates.
4.3.3 Apply transformations and use symmetry to analyze
mathematical situations.
a. investigate, predict, and describe the results
of transformations of two-dimensional geometric
figures (i.e., slides, flips, turns);
b. describe a motion that will show that two
shapes are congruent.
4.3.4 Use visualization, spatial reasoning, and geometric
modeling to solve problems.
a. construct and draw two- and three-dimensional
geometric figures;
b. create and describe mental images of objects,
patterns, and paths;
c. use geometric models to solve real-world
problems.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment
at Level 1, the student is able to
4.3.spi.1. identify points, lines, and rays.
at Level 2, the student is able to
· 4.3.spi.2. recognize
congruent geometric figures;
· 4.3.spi.3. identify
lines of symmetry for two-dimensional geometric
figures;
· 4.3.spi.4. identify
the result of a transformation (flip or slide) that
has been applied to a simple two-dimensional
geometric shape.
at Level 3, the student is able to
· 4.3.spi.5. identify
two- or three-dimensional shapes given defining
attributes;
· 4.3.spi.6. locate and
specify points in Quadrant I of a coordinate system.
Performance Indicators Teacher:
As documented through teacher observation
at Level 1, the student is able to
· 4.3.tpi.1. draw and
describe lines, line segments, rays, and angles;
· 4.3.tpi.2. draw lines
of symmetry for two-dimensional geometric figures.
at Level 2, the student is able to
· 4.3.tpi.3. develop
and use mathematical language to describe the
attributes of geometric figures;
· 4.3.tpi.4. describe
characteristics of lines, rays, and angles;
· 4.3.tpi.5. describe
and compare properties of two- and three-dimensional
geometric figures;
· 4.3.tpi.6. construct
or draw the mirror image of a two-dimensional
geometric figure or pattern.
at Level 3, the student is able to
· 4.3.tpi.7.
investigate and describe the results of subdividing
and combining two-dimensional geometric figures;
· 4.3.tpi.8. identify,
compare, and analyze attributes of two- and
three-dimensional shapes;
· 4.3.tpi.9. describe a
motion that will show that two shapes are congruent.
Measurement
Content Standard 4.0 The
student will become familiar with the units and processes of
measurement in order to use a variety of tools, techniques,
and formulas to determine and to estimate measurements in
mathematical and real-world problems.
Learning Expectations:
· 4.1 Understand
measurable attributes of objects and the units,
systems, and processes of measurement.
· 4.2 Apply appropriate
techniques, tools, and formulas to determine
measurements.
Accomplishments
4.4.1 Understand measurable attributes of objects and the
units, systems, and processes of measurement.
a. demonstrate understanding of the concepts of
length, perimeter, area, weight, capacity, volume,
time, and angle measure;
b. apply appropriate estimation strategies using
standard units of measure;
c. demonstrate understanding that measurements
are approximations;
d. demonstrate understanding of the relationships
among the units within a system of linear
measurement;
e. explore perimeter and area using a variety of
models (e.g., geoboards, graph paper).
4.4.2 Apply appropriate techniques, tools, and formulas
to determine measurements.
a. select and use tools to measure weight and
volume;
b. measure length to the nearest 1/4 inch;
c. tell time to the nearest minute;
d. read and record temperature using Fahrenheit
and Celsius scales;
e. develop strategies for estimating the
perimeters and areas of geometric figures;
f. apply the formula for finding the area of a
rectangle;
g. solve real-world problems involving
measurement and elapsed time to the quarter hour.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment
at Level 1, the student is able to
4.4.spi.1. read temperature using Fahrenheit and Celsius
scales.
at Level 2, the student is able to
· 4.4.spi.2. find the
perimeter of rectangles;
· 4.4.spi.3. tell time
on the minute;
· 4.4.spi.4. measure
length to the nearest Ό inch or nearest centimeter;
· 4.4.spi.5. use
estimation to determine if a length or volume
measurement is reasonable;
· 4.4.spi.6. solve
real-world problems involving addition and
subtraction of measurements;
· 4.4.spi.7. solve
real-world problems involving elapsed time to the
quarter-hour.
at Level 3, the student is able to
· 4.4.spi.8. apply the
formula for finding area of a rectangle;
· 4.4.spi.9. select the
appropriate standard units to measure length,
perimeter, area, capacity, volume, weight, time,
temperature, and angles.
Performance Indicators Teacher:
As documented through teacher observation
at Level 1, the student is able to
4.4.tpi.1. select and use appropriate benchmarks to
estimate length measurements.
at Level 2, the student is able to
· 4.4.tpi.2.
demonstrate understanding of the concepts of length,
perimeter, area, weight, capacity, volume, time, and
angle measure;
· 4.4.tpi.3. develop
strategies for estimating the perimeters and areas
of geometric figures;
· 4.4.tpi.4.
communicate an understanding of the relationships
among the units within a system of linear
measurement.
at Level 3, the student is able to
4.4.tpi.5. explore how perimeter and area of a rectangle
change when its dimensions change.
Data Analysis & Probability
Content Standard 5.0 The
student will understand and apply basic statistical and
probability concepts in order to organize and analyze data
and to make predictions and conjectures.
Learning Expectations:
· 5.1 Formulate
questions that can be addressed with data and
collect, organize, and display relevant data to
answer questions.
· 5.2 Select and use
appropriate statistical methods to analyze data.
· 5.3 Develop and
evaluate inferences and predictions that are based
on data.
· 5.4 Understand and
apply basic concepts of probability.
Accomplishments
4.5.1 Formulate questions that can be addressed with data
and collect, organize, and display relevant data to answer
questions.
a. collect data using observations, surveys, and
experiments;
b. understand how data-collection methods affect
the nature of the data set;
c. represent data using tables, pictographs, line
graphs, and bar graphs;
d. interpret data displayed in tables,
pictographs, line graphs, and bar graphs;
e. evaluate how well various representations show
the collected data.
4.5.2 Select and use appropriate statistical methods to
analyze data.
a. explore measures of central tendency (i.e.,
mean, median, mode).
4.5.3 Make and justify predictions based on data.
a. make predictions based on data;
b. design investigations to address a question.
4.5.4 Understand and apply basic concepts of probability.
a. describe the likelihood or chance of events as
certain, possible, or impossible;
b. explain whether an event is likely or
unlikely;
c. predict the probability of outcomes of simple
experiments.
Fourth Grade Benchmarks
Performance Indicators State:
As documented through state assessment
at Level 1, the student is able to
4.5.spi.1. interpret data displayed in bar graphs and
pictographs.
at Level 2, the student is able to
· 4.5.spi.2. connect
data in tables to pictographs, line graphs, or bar
graphs;
· 4.5.spi.3. determine
the most likely, least likely, or equally likely
outcomes in simple experiments;
· 4.5.spi.4. select all
possible outcomes of a simple experiment (i.e.,
spinner, coin toss, number or color cube).
at Level 3, the student is able to
4.5.spi.5. determine the median of a data set;
Performance Indicators Teacher:
As documented through teacher observation
at Level 1, the student is able to
4.5.tpi.1. collect data using observations, surveys, and
experiments;
at Level 2, the student is able to
· 4.5.tpi.2. construct
bar graphs and line graphs from data in a table;
· 4.5.tpi.3. evaluate
how well various representations show the collected
data.
at Level 3, the student is able to
· 4.5.tpi.4. understand
how data collection methods affect the nature of the
data set;
· 4.5.tpi.5. design
investigations to address a question;
· 4.5.tpi.6. explain
differences in measures of center (mean, median,
mode).
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FOURTH GRADE
Accomplishments
Life Science
Cell Structure and Function:
4.1.1 Know that all organisms are made of one or
more cells.
o Examine a variety of
plant and animal cells.
Interactions Between Living Things and Their Environment:
4.2.1 Investigate the relationships among
organisms in a specific ecosystem.
o Examine and relate how
plants and animals interact with
each other and their environment.
4.2.2 Recognize that organisms are able to change
their environment.
o Provide evidence and
give examples of environmental
changes caused by living things.
Food Production and Energy for Life:
4.3.1 Realize that plants and animals use food
for energy.
o Explain that animals
must obtain and use food for energy.
4.3.2Recognize the function of specific
structures in organisms that allow them to obtain
and use energy.
o Compare how specific
animals obtain oxygen (e.g., gills,
lungs).
Heredity and Reproduction:
4.4.1 Realize that certain characteristics are
passed from parents to offspring.
o Compare the traits of
offspring with those of the parent.
4.4.3 Investigate the life cycles of different
organisms.
o Describe the life cycle
of an animal (i.e. frog, mealworm).
Diversity and Adaptation Among Living Things:
4.5.1 Realize that plants and animals can be
grouped according to similarities and differences in
their characteristics.
o Classify animals, by
type, according to their
characteristics.
Biological Change:
4.6.1 Realize that fossils show connections
between organisms that lived in the past and those
that live in the present.
· Examine fossils and explain how
they provide information about the types of
organisms that lived in the past.
4.6.2 Recognize that extinction has occurred in
the past and continues today.
· Identify certain animal and
plant populations as thriving, threatened,
endangered, or extinct (e.g., elephants, sea
turtles, dodo bird, dinosaur).
Earth and Space Science
Earth and Its Place in the Universe:
4.7.1Know that objects in space have identifiable
characteristics (e.g., appearance, location, and
apparent motion).
o Identify and order the
planets in the solar system by their
distance from the sun.
4.7.2 Investigate the patterns and movement of
objects in space.
a. Recognize that the length and
position of a shadow is related to
the position of the sun.
b. Demonstrate how the earth
rotates and revolves.
c. Simulate the changing shape of
the moon.
Atmospheric Cycles:
4.8.1 Recognize that atmospheric conditions vary
and can be measured.
o Identify and use the
proper tools to measure atmospheric
conditions (i.e., barometer,
thermometer, anemometer, rain
gauge).
4.8.2 Recognize that landforms and bodies of
water affect weather and climate.
o Describe how oceans
affect weather and climate.
Earth Features:
4.9.1 Recognize that the earths geological
features change.
o Observe and describe how
wind and water change the earths
geological features.
4.9.2 Know that the earth is composed of
different layers.
o Identify the earths
layers.
Earth Resources:
4.10.1 Recognize that earth materials have a
variety of practical uses.
o Classify earth materials
according to their use.
4.10.2 Know the basic characteristics of soils.
o Identify the different
components of soil.
4.10.3 Realize the difference between renewable
and non-renewable resources.
o Identify renewable and
non-renewable resources.
Physical Science
Forces and Motion:
4.11.1 Recognize that gravity is the force that
pulls objects toward the earth.
o Describe how
gravitational forces operate in
nature
4.11.2 Recognize the relationship between force
and motion.
a. Explain how speed affects the
distance traveled.
b. Recognize simple machines
(e.g., inclined plane, pulley,
lever).
4.11.3 Recognize that the motion of objects is
affected by friction.
o Identify factors that
affect the amount of friction.
Structure and Properties of Matter:
4.12.1Recognize that matter has predictable
properties and is composed of basic units, some too
small to be seen with the naked eye.
a. Describe and compare
observations made of objects using
the naked eye, magnifying glass, and
microscope.
b. Describe matter by its
observable physical properties
(i.e., color, shape, texture,
weight, volume, length).
4.12.2 Recognize conditions that are associated
with different states of matter.
§ Describe how
various types of matter
change their state.
Interactions of Matter:
5.13.1 Describe the types of changes that result
from interactions of matter.
o Identify conditions
associated with a physical change.
Energy:
4.14.1 Know that energy exists in many forms.
o Identify different forms
of energy (e.g., mechanical, heat).
4.14.2 Recognize the characteristics of light energy
and sound energy.
a. Describe how light behaves
when it strikes different surfaces.
b. Explain how the volume and
pitch of sound are controlled.
4.14.4 Recognize the basic concept of
electricity.
a. Construct and explain a simple
electrical circuit.
b. Categorize materials as
conductors or insulators.
Social Studies
Curriculum Standards
Approved by the Tennessee State Board of Education
August 31, 2001
FOURTH GRADE
 August
13, 2002
Standards, Learning Expectations, and Draft
Performance Indicators
Culture
Content Standard: 1.0
Culture encompasses similarities and differences among people
including their beliefs, knowledge, changes, values, and traditions.
Students will explore these elements of society to develop an
appreciation and respect for the variety of human cultures.
Learning Expectations:
1.01 Understand the diversity of human cultures.
1.02 Discuss cultures and human patterns of places and regions of
the world.
1.03 Recognize the contributions of individuals and people of
various ethnic, racial, religious, socioeconomic groups to the
development of civilizations.
1.04 Understand the contributions of individuals and people of
various ethnic, racial, religious, and socioeconomic groups to
Tennessee.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.1.spi.1. identify pre-Colonial Native American groups (i.e.,
Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound
Builders).
4.1.spi.2. identify cultural groups who inhabited North America
in the 17th century (i.e., Puritans, Quakers, Spanish,
French).
At Level 2, the student is able to
4.1.spi.3 determine how various groups resolve conflict (i.e.,
school, tribal councils, courts).
4.1.spi.4 examine how Native American culture changed as a result
of contact with European cultures. (i.e. decreased population,
spread of disease, increased conflict, loss of territory, increase
of trade.)
4.1.spi.5. identify various racial and ethnic groups in Tennessee
at the founding of statehood (i.e. Cherokee, Creek, Shawnee,
English, Scottish, French, American born pioneers).
at Level 3, the student is able to
4.1.spi.6. read and interpret facts from a historical passage
about an early American Spanish mission.
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.1.tpi.1. discover the story of early Tennessee settlers in the
formation of the Wautaga settlement.
4.1.tpi.2 discuss the importance of forts such as Fort Loudon in
the development of the emerging Tennessee community and the lives of
the soldiers.
At Level 2, the student is able to
4.1.tpi.3 compare leadership styles among Native American groups
and European groups.
4.1.tpi.4 show how a conflict can be solved through a tribal
council and/or court system (e.g., Venn diagram, debate, t chart,
demonstration).
4.1.tpi.5 create a poster about a cultural group.
4.1.tpi.6 experience a storyteller's version of a historical
account.
At Level 3, the student is able to
4.1.tpi. 7 write or give an oral report about early American
Spanish missions.
4.1.tpi.8 create and/or perform a play based upon explorers
coming to North America and meeting Native Americans.
Economics
Content Standard: 2.0
Globalization of the economy, the explosion of population growth,
technological changes and international competition compel students
to understand both personally and globally production, distribution,
and consumption of goods and services. Students will examine and
analyze economic concepts such as basic needs versus wants, using
versus saving money, and policy making versus decision making.
Learning Expectations:
2.01 Describe the potential costs and benefits of personal
economic choices in a market economy.
2.02 Give examples of the interaction of groups, businesses, and
governments in a market economy.
2.03 Understand fundamental economic concepts.
2.04 Understand the development of economics within Tennessee and
early America.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.2.spi.1. recognize the concept of supply and demand.
At Level 2, the student is able to
4.2.spi.2. interpret a chart of major agricultural produce in
Tennessee. (i.e., cotton, tobacco, soy beans, rice, corn, cattle,
wheat, swine, sheep).
4.2.spi.3. identify major industries of Colonial America using a
map of the original 13 colonies.
4.2.spi.4. recognize the difference between a barter system and a
money system.
At Level 3, the student is able to
4.2.spi.5. analyze the impact of European exploration and
colonization on the economy of Tennessee.
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.tpi.1. draw a product map of Tennessee or a United States
region.
4..tpi.2. find pictures of products produced in Tennessee.
At Level 2, the student is able to
4..tpi.3. compare economic patterns among various Native American
groups.
4.tpi.4. barter school supplies to illustrate the barter system.
At Level 3, the student is able to
4.tpi.5. auction off a piece of candy to illustrate supply and
demand.
4.tpi.6. establish a class store to show the use of money.
Geography
Content Standard: 3.0
Geography enables the students to see, understand and appreciate
the web of relationships between people, places, and environments.
Students will use the knowledge, skills, and understanding of
concepts within the six essential elements of geography: world in
spatial terms, places and regions, physical systems, human systems,
environment and society, and the uses of geography.
Learning Expectations:
3.01 Understand how to use maps, globes, and other geographic
representations, tools, and technologies to acquire, process and
report information from a spatial perspective.
3.02 Recognize the interaction between human and physical systems
around the world.
3.03 Understand how to identify and locate major physical and
political features on globes and maps.
3.04 Understand the geographic factors that determined the
locations of and patterns of settlements in Tennessee.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.3.spi.1. identify the routes the explorers of the Americas on a
map (i.e., Columbus, Balboa, Pizarro, DeSoto).
4.3.spi.2. identify and use key geographical features on maps
(i.e., mountains, rivers, plains, valleys, forests).
At Level 2, the student is able to
4.3.spi.3. recognize the reasons settlements are founded on major
river systems. (i.e., transportation, manmade boundaries, food and
water sources).
4.3.spi.4. recognize river systems that impacted early American
history (i.e., Mississippi, Mystic, Charles, Hudson).
4.3.spi.5. determine how physical processes shape the United
States' features and patterns (i.e. erosion, volcanoes, plate
tectonics, flooding).
At Level 3, the student is able to
4.3.spi.6. use latitude and longitude to identify major North
American cities on a map (i.e., Boston, Mexico City, Toronto,
Charleston, Savannah, Washington DC, Philadelphia, Sante Fe, Los
Angeles).
4.3.spi.7. determine how density, distribution, and growth rate
affected United States settlement patterns.
4.3.spi.8. identify cause and effect relationships between
population distribution and environmental issues (i.e., water
supply, air quality, solid waste).
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.3.tpi.1. draw lines of latitude and longitude on an inflated
balloon.
At Level 2, the student is able to
4.3.tpi.2. create a paper mache' globe including major landforms,
bodies of water, and the equator.
4.3.tpi.3. write a journal article from the perspective of an
early Native American, colonist, or European visitor with special
attention to the surrounding geography.
At Level 3, the student is able to
4.3.tpi.4. create salt dough maps to show physical features.
4.3.tpi.5. design a diorama depicting a geographic place or
significant historical event. (e.g., Cumberland Gap, Battle of
King's Mountain, Gathering at Sycamore Shoals, downtown
Jonesborough).
Governance and Civics
Content Standard: 4.0
Governance establishes structures of power and authority in order
to provide order and stability. Civic efficacy requires
understanding rights and responsibilities, ethical behavior, and the
role of citizens within their community, nation, and world.
Learning Expectations:
4.01 Discuss the structure and purposes of governance.
4.02 Describe the Constitution of the United States and the
Tennessee State Constitution in principle and practice.
4.03 Understand the rights, responsibilities, and privileges of
citizens living in a democratic republic.
4.04 Recognize the qualities of a contributing citizen in our
participatory democracy.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.4.spi.1. identify the 3 branches of federal and state
governments.
At Level 2, the student is able to
4.4.spi.2. identify the rights outlined by the Bill of Rights
(i.e., Amendments 1,5,6,8).
4.4.spi.3. examine how the Mayflower Compact is a symbol of the
first United States government.
At Level 3, the student is able to
4.4.spi.4. using a chart showing checks and balances, explain how
one branch of government can limit the power of others.
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.4.tpi.1. write a letter to an elected official.
4.4.tpi.2. illustrate the rights protected by the Bill of Rights
through the use of a living tableau.
At Level 2, the student is able to
4.4.tpi.3. hold a mock debate on various local, state, or
national contemporary or historical issues.
4.4.tpi.4. enact a Bill of Rights living tableau.
4.4.tpi.5. conduct a living history drama showing the reasons
behind the Mayflower Compact.
4.4.tpi.6. design a set of classroom rules to illustrate ideas in
the Constitution.
At Level 2, the student is able to
4.4.tpi.7. elect a class president and vice president.
History
Content Standard: 5.0
History involves people, events, and issues. Students will
evaluate evidence to develop comparative and causal analyses, and to
interpret primary sources. They will construct sound historical
arguments and perspectives on which informed decisions in
contemporary life can be based.
Learning Expectations:
Era 1 - Three Worlds Meet (Beginnings to 1620)
5.01 Identify the ancient civilizations of the Americas.
5.02 Understand the place of historical events in the context of
past, present and future.
5.03 Recognize major events, people, and patterns in Tennessee.
Era 2 - Colonization and Settlement (1585-1763)
5.04 Recognize the role desire for freedom played in the
settlement of the New World.
5.05 Understand the place of historical events in the context of
past, present and future.
5.06 Identify major events, people, and patterns in Tennessee.
Era 3 -Revolution and the New Nation (1754-1820)
5.07 Identify the causes and results of the American Revolution.
5.08 Understand the place of historical events in the context of
past, present and future.
5.09 Recognize major events, people, and patterns in Tennessee.
Era 4 - Expansion and Reform (1801-1861)
5.10 Recognize American territorial expansions and its effects on
relations with European powers and Native Americans.
5.11 Understand sectional differences brought on by the Western
movement, expansion of slavery, and emerging industrialization.
5.12 Identify major events, people, and patterns in Tennessee.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.5.spi.1. identify Native American groups in Tennessee before
European explorations (i.e., Cherokee, Creek, Chickasaw).
4.5.spi.2. identify major Tennessee political leaders (i.e.,
Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett,
Nancy Ward).
At Level 2, the student is able to
4.5.spi.3. interpret a time line that depicts major historical
pre-Civil War events.
4.5.spi.4. determine the hardships faced by early Tennessee
settlers in the late 1700's (i.e., security, isolated communities,
lack of access to goods, natural geography).
4.5.spi.5.determine the reasons for colonial settlement (i.e.,
religious, economic, individual freedom).
4.5.spi.6. examine the events that contributed to the outbreak of
the American Revolution (i.e. taxation, judicial process, lack of
representations, quartering of troops).
4.5.spi.7. Determine why the United States Constitution was
necessary (i.e., no single currency, no judicial branch, no
enforcement of laws, small and large states having unequal
representation).
4.5.spi.8. interpret a time line that depicts slave and
indentured servants coming from Europe to life in North America.
4.5.spi.9. determine the influence Lewis and Clark's expedition
had on westward expansion.
4.5.spi.10. recognize the accomplishments of John Sevier
contributed to Tennessee history (i.e., State of Franklin's one and
only governor, Tennessee's first governor, United States
Congressman, soldier).
At Level 3, the student is able to
4.5.spi.11. interpret a visual contrasting life before and after
the American Revolution (i.e., education, family size,
transportation, politics).
4.5.spi.12. Read and interpret a passage about the Trail of
Tears.
4.5.spi.13. analyze how the Louisiana Purchase influenced the
growth of the United States (i.e., increased size, encouraged
expansion, increased natural resources.)
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.5.tpi.1. design a poster showing a major historical event.
4.5.tpi.2. create a time line of major events.
At Level 2, the student is able to
4.5.tpi.3. visit historical Tennessee sites.
4.5.tpi.4. participate in a simulation illustrating the Second
Continental Congress and debate England's policies.
4.5.tpi.5. design a picture book showing famous Tennesseans and
describe their accomplishments.
4.5.tpi.6. write a journal entry describing the hardships of
early American history.
4.5.tpi.7. identify the contributions of early pioneers to the
development of Tennessee and America.
At Level 3, the student is able to
4.5.tpi.8. color code a map showing free states and slave states.
4.5.tpi.9. draw a United States showing before and after the
Louisiana Purchase.
4.5.tpi.10. create a Venn Diagram showing the reasons for and
against the Trail of Tears.\
Individuals, Groups, and Interactions
Content Standard: 6.0
Personal development and identity are shaped by factors including
culture, groups, and institutions. Central to this development are
exploration, identification, and analysis of how individuals and
groups work independently and cooperatively.
Learning Expectations:
6.01 Recognize the impact of individual and group decisions.
6.02 Understand how groups can effect change at the local, state,
and national level.
FOURTH GRADE BENCHMARKS
Performance Indicators State:
As documented through state assessment
At Level 1, the student is able to
4.6.spi.1. recognize how groups work cooperatively to accomplish
goals and encourage change (i.e., American. Revolution, founding of
Tennessee, the failure of the Articles of Confederation, colonies).
At Level 2, the student is able to
4.6.spi.2. determine how the issue of slavery caused political
and economic tensions between government policy and people's beliefs
(i.e., abolitionists, plantation owners, state's rights, central
government, Loyalists).
At Level 3, the student is able to
4.6.spi.3. read and interpret a passage about a political or
economic issue which individuals may respond to with contrasting
views (i.e., state taxes, federal taxes, slavery, Bill of Rights).
Performance Indicators Teacher:
As documented through teacher observation
At Level 1, the student is able to
4.6.tpi.1. draw a cause and effect map examining the issue of
slavery.
At Level 2, the student is able to
4.6.tpi.2. create a scrapbook showing slave perspectives
including drawings, newspaper articles, and other primary sources.
at Level 3, the student is able to
4.6.tpi.3. create a mini-book that illustrates contrasting views
(e.g., taxes, slavery, Bill of Rights).
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