power standards for ela: reading – grade 4...

WINTER, 2012

POWER STANDARDS for ELA: Reading – Grade 4

Power Standards (Essential for Student Success)

Complementary Standards

Rea

ding

Lite

ratu

re

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (GLE 2.1.5)

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text (GLE 2.1.3, 2.1.7)

RL.4.3 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) (GLE 2.2.3)

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (GLE 3.4.2)

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations (GLE 2.3.1)

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures (GLE 2.1.3, 2.3.1)

POWER STANDARDS for ELA: Reading – Grade 4, , WINTER, 2012


Complementary Standards R

eadi

ng In

form

atio

n

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (GLE 2.1.5)

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text (GLE 2.1.7)

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text (GLE 2.2.4)

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears (GLE 2.2.2)

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided (GLE 3.1.1)

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text (GLE 2.4.2)

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably (GLE 3.1.1)

Rea

ding

Fo

unda

tions

RF.4.4 Read with sufficient accuracy and fluency to support comprehension (GLE 1.4.2)

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words a. Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context (GLE 1.1.4, 1.2.2, 1.3.1)

Winter 2012

POWER STANDARDS for ELA: Writing – Grade 4



Text

Typ

es a

nd

Purp

oses

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose

W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension

W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

Prod

uctio

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d D

istr

ibut

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W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting

POWER STANDARDS for ELA: Writing – Grade 4, Page 2, WINTER, 2012


Complementary Standards R

esea

rch

to B

uild

and

Pr

esen

t Kno

wle

dge

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources

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

Ran

ge o

f Writ

ing

W.4.10 Write routinely over extended time frames (time shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

WINTER, 2012

POWER STANDARDS for ELA: Language - Grade 4



Con

vent

ions

of

Stan

dard

Eng

lish L.4.1 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Kno

wle

dge

of

Lang

uage

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

Voca

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L.4.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies

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)

SPRING 2011

POWER STANDARDS for Mathematics – 4th Grade Students learn basic multiplication facts and efficient procedures for multiplying two-and three-digit numbers. They explore the relationship between multiplication and division as they learn related division and multiplication facts in the same fact family. These skills along with mental math and estimation, allow students to solve problems that call for multiplication. Students solidify and extend their understanding of fractions to include decimals. Students work with common factors and multiples as preparation for learning procedures for fraction operations in grades five and six.



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4.1.B Identify factors and multiples of a number 4.1.F Fluently and accurately multiply up to a three-digit

number by one or two-digit numbers using the standard multiplication algorithm

4.1.A Quickly recall multiplication facts through 10 x 10 and division

facts 4.1.C Represent multiplication of a two-digit number by a two-digit

number with place value models 4.1.E Compare the values represented by digits in whole numbers

using place value 4.1.G Mentally multiply 2-digit numbers by numbers through 10 and

multiples of 10

Cor

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Frac

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nd M

ixed

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4.2.E Compare and order decimals and fractions (including

mixed numbers) using number lines, lists and the symbols <, >, or =

4.2.D Convert a decimal to a fraction and vice versa, and visually

represent the number 4.2.F Write a fraction equivalent to a given fraction

POWER STANDARDS for Mathematics – 4th Grade, Page 2, SPRING 2011


Complementary Standards W

ashi

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n St

ate

Perf

orm

ance

Exp

ecta

tions

(PE

s)

Cor

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onte

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.3

Con

cept

of A

rea

4.3.C Determine perimeter and area of rectangles using

formulas and explain why the formulas work 4.3.D Determine areas of figures that can be broken down into

rectangles 4.3.E Demonstrate rectangles with same area can have

different perimeters and rectangles with same perimeter can have different areas

C

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4.4

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4.4.A Represent an unknown quantity in simple expressions,

equations, and inequalities using letters, boxes, and other symbols

4.4.B Solve single and multi-step problems involving familiar

unit conversions, including time, within either US customary or metric system

4.4.C Estimate and determine elapsed time using a calendar, a

digital clock, and an analog clock 4.4.E Determine the median, mode and range of a set of data

and describe what each measure indicates about the data

4.4.G Determine a simple probability from a context that

includes a picture 4.4.H Display the results of probability experiments and

interpret the results

POWER STANDARDS for Science– 4th/5th Grades, SPRING 2011

POWER STANDARDS for Science– 4th/5th Grades

In grades 4-5 students expand their understanding of systems by learning about smaller (sub-) systems and the effect of changing inputs and outputs in a system. They learn to plan different types of investigations like controlled experiments, systematic observations, field studies, models and simulations. Students will apply their content knowledge about science to solving problems of moderate complexity using a design process that involves research, testing, and communicating solutions. They will build on their intuitive understanding of energy and learn how heat, light, sound and electrical energy are generated and can be transferred from place to place. Students will learn about the formation of landforms/soils and the processes of weathering and erosion. The interrelationships among various forms of life and the environment will also be explored through the study of ecosystems. The notion of solids, liquids and gases will be examined in relation to weather and finally they will explore forces that effect floating and sinking.



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Syste

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SYSA (4-5) Systems contain subsystems.

PE-Identify at least one of the subsystems of an object, plant, or animal (e.g., an airplane contains subsystems for propulsion, landing, and control)

SYSB (4-5) A system can do things that none of its subsystems

can do by themselves.

PE-Specify how a system can do things that none of its

subsystems can do by themselves (e.g., a forest ecosystem can

sustain itself, while the trees, soil, plant, and animal populations

cannot)

SYSC (4-5) Systems have inputs and outputs. Changes in inputs

may change the outputs of a system.

PE—Describe what goes into a system (input) and what comes

out of a system (output) (e.g., when making cookies inputs include

sugar, flour, and chocolate chips; outputs are finished cookies)

Describe the effect on a system if its input is changed (e.g., if

sugar is left out, the cookies will not taste very good)

SYSA (4-5) One defective part can cause a subsystem to

malfunction, which in turn will affect the system as a whole.


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INQB (4-5) Scientists plan and conduct different kinds of

investigations, depending on the questions they are trying to

answer. Types of investigations include systematic observations

and descriptions, field studies, models and open-ended

explorations as well as controlled experiments.

PE—Given a research question, plan an appropriate investigation,

which may include systematic observations, field studies, models,

open-ended explorations, or controlled experiments

INQF (4-5) A scientific model is a simplified representation of an

object, event, system, or process created to understand some

aspect of the natural world. When learning from a model, it is

important to realize that the model is not exactly the same as the

thing being modeled.

PE—Create a simple model to represent an event, system, or

process

PE—Use the model to learn something about the event, system,

or process

PE—Explain how the model is similar to and different from the

thing being modeled

INQG (4-5) Scientific explanations emphasize evidence, have

logically consistent arguments, and use known scientific

principles, models, and theories.

PE—Generate a conclusion from a scientific investigation and show

how the conclusion is supported by evidence and other scientific

principles

INQA (4-5) Scientific investigations involve asking and answering

questions and comparing the answers with evidence from the real

world.

INQC (4-5) An experiment involves a comparison for an

experiment to be valid and fair. All the things that can possibly

change the outcome of the experiment should be kept the same, if

possible.

INQD (4-5) Investigations involve systematic collection and

recording of relevant observations and data.

INQE (4-5) Repeated trials are necessary for reliability.

INQH (4-5) Scientists communicate the results of their

investigations verbally and in writing. They review and ask

questions about the results of other scientists' work.

INQI (4-5) Scientists report the results of their investigations

honestly, even when those results show their predictions were

wrong or when they cannot explain the results.


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App

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APPC (4-5) Problems of moderate complexity can be solved using

the technological design process. This process begins by

defining and researching the problem to be solved.

PE—Define a problem and list several criteria for a successful

solution

PE—Research the problem to better understand the need and to

see how others have solved similar problems

APPE (4-5) Possible solutions should be tested to see if they

solve the problem. Building a model or prototype is one way to

test a possible solution.

PE—Use suitable tools, techniques, and materials to make a

drawing or build a model or prototype of the proposed design

PE-Test the solution to see how well that solution solves the

problem. Modify the design, if necessary.

APPA (4-5) Technology involves changing the natural world to

meet human needs or wants.

APPB (4-5) People in different cultures all around the world use

different materials or technologies to solve the same problems.

APPD (4-5) Scientists and engineers often work in teams with

other individuals to generate different ideas for solving a problem.

APPH (4-5) People of all ages, interests, and abilities engage in a

variety of scientific and technological work.

APPF (4-5) Solutions to problems must be communicated, if the

problem is to be solved.

APPG (4-5) Science and technology have greatly improved food

quality and quantity, transportation, health, sanitation, and

communication.

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Physic

al S

cie

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PS1A (4-5) The weight of an object is a measure of how strongly it

is pulled down toward the ground by gravity. A spring scale can

measure the pulling force.

PE- Use a spring scale to measure the weights of several objects

accurately. Explain that the weight of an object is a measure of the

force of gravity on the object. Record the measurements in a

table.

PS1C (6-8) Unbalanced forces will cause changes in the speed or

direction of an object's motion. The motion of an object will stay

the same when forces are balanced.

PE-Unbalanced forces will cause changes in the speed or

direction of an object's motion. The motion of an object will stay

the same when forces are balanced.


PS2A (4-5) Substances can exist in different physical states --

solid, liquid, and gas. Many substances can be changed from

one state to another by heating or cooling.

PE-Explain that water is still the same substance when it is frozen

as ice or evaporated and becomes a gas

PS2C (4-5) The total amount of matter is conserved (stays the

same) when it undergoes a physical change such as when an

object is broken into tiny pieces, when a solid is dissolved in a

liquid, or when matter changes state (solid, liquid, gas).

PE-If an object is weighed, then broken into small pieces, predict

that the small pieces will weigh the same as the large piece.

PE-Explain why the weight will be the same.

PS3A (4-5) Energy has many forms, such as heat, light, sound,

motion, and electricity.

PE-Identify different forms of energy (e.g., heat, light, sound,

motion, electricity) in a system

PS3B (4-5) Energy can be transferred from one place to another.

PS2B (4-5) Air is gas. Air fills a closed container completely.

Wind is moving air.

PS3C (4-5) Heat energy can be generated a number of ways and

can move (transfer) from one place to another. Heat energy is

transferred from warmer things to colder things.

PS3D (4-5) Sound energy can be generated by making things

vibrate.

PS3E (4-5) Electrical energy in circuits can be changed to other

forms of energy, including light, heat, sound, and motion. Electric

circuits require a complete loop through conducting materials in

which an electric current can pass.

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Physic

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ES2A (2-3) Water plays an essential role in Earth systems,

including shaping landforms.

PE-Identify where natural water bodies occur in the students’ local environment

PE-Show how water has shaped a local landform (e.g., river

valley, canyon, Puget Sound)

ES2A (4-5) Earth materials include solid rocks and soil, water, and

gases of the atmosphere. Materials have different physical and

chemical properties which make them useful in different ways.

Earth materials provide many of the resources that humans use.

PE-Describe Earth materials and list their physical and chemical properties

PE-Explain how the properties of an Earth material make it useful for certain purposes, but not useful for other purposes (e.g., rocks are heavy and strong so they are good for building walls, but they are not as useful as lighter materials for roofs)

PE-Give examples of human-made materials, including those that

are changed only a little (e.g., wood and stones used for building)

and those that look very different from the raw materials (e.g.,

metal, ceramics, and plastics)

ES2D (4-5) Soils are formed by weathering and erosion, decay of

plant matter, transport by rain through streams and rivers, and

deposition of sediments in valleys, riverbeds, and lakes.

Explain how the formation of soils is related to the following

processes: weathering of rock; decay of plant matter; transport by

rain, streams, and rivers; deposition of sediments in rivers and

lakes

ES2B (4-5) Weathering is the breaking down of rock into pebbles

and sand caused by physical processes such as heating, cooling,

pressure, and chemical processes such as acid rain.

ES2C (4-5) Erosion is the movement of Earth materials by forces

such as wind, moving water, ice forming, and gravity.

ES2F (4-5) Erosion plays an important role in the formation of soil,

but too much erosion can wash away fertile soil from ecosystems

and farms.

ES2E (4-5) Soils are often found in layers, with each layer having

a different chemical composition and different physical properties.

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Life

Scie

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LS1B (4-5) Plants and animals have different structures and

behaviors that serve different functions.

PE-List parts of an animal’s body and describe how it helps the animal meet its basic needs (e.g., the bones support the body so it can move; the blood carries food and oxygen throughout the body)

PE-Describe the function of a given animal behavior (e.g., salmon swim upstream to spawn)

LS2A (4-5) An ecosystem includes all of the populations of living organisms and nonliving physical factors in a given area. Living organisms depend on one another and the nonliving physical factors in their ecosystem to help them survive.

PE-Identify the living and nonliving parts of an ecosystem

PE-Give examples to show how the plants and animals depend on one another for survival (e.g., worms decompose waste and return nutrients to the soil, which helps plants grow)

PE-Describe how the plants and animals in an ecosystem depend

on nonliving resources

LS2C (4-5) Plants and animals are related in food webs with producers (plants that make their own food), consumers (animals that eat producers and/or other animals), decomposer (primarily bacteria and fungi) that break down wastes and dead organisms, and return nutrients to the soil.

PE-Draw a simple food web given a list of three common organisms

PE-Draw arrows properly and identify the producers and consumers

PE-Compare the roles of producers, consumers, and

decomposers in an ecosystem

LS3B (4-5) Plants and animals inherit many characteristics from their parents. Some inherited characteristics allow organisms to better survive and reproduce in a given ecosystem.

PE-List parts of an animal’s body and describe how it helps the animal meet its basic needs (e.g., the bones support the body so it can move; the blood carries food and oxygen throughout the body)

PE-Describe the function of a given animal behavior (e.g., salmon

swim upstream to spawn, owls hunt at night when prey are

vulnerable)

LS1D (4-5) Plants and animals have structures and behaviors that

respond to internal needs.

LS2B (4-5) Plants make their own food using energy from the sun.

Animals get food energy by eating plants and/of other animals that

eat plants. Plants make it possible for animals to use the energy

of sunlight.

LS2E (4-5) All plants and animals change the ecosystem where

they live. If this change reduces another organism's access to

resources, that organism may move to another location or die.

LS2F (4-5) People affect ecosystems both positively and

negatively.

LS3C (4-5) Some characteristics and behaviors result from an

individual plant's or animal's interactions with the environment and

are not passed from one generation to the next by heredity.

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FALL 2011

POWER STANDARDS for Fitness & Health – Fourth Grade In fourth grade, students learn to identify the components of health-related physical fitness. Students make continuous progress across all fundamental motor patterns and become proficient in movement patterns, combining these in increasingly complex activity situations. Students in fourth grade learn and apply health skills in the areas of disease prevention, nutrition and body systems. Students also begin to set goals to monitor and improve their fitness progress.



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1.1.1 Applies loco motor, non-loco motor, manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency

1.1.5 Analyzes movement concepts 1.2.1 Analyzes safety rules and procedures in a

variety of physical activities necessary to maintain a safe learning environment

1.2.2 Applies social skills necessary for effective

participation in physical activities 1.2.3 Applies strategies necessary for effective

participation in physical activities 1.3.1 Applies and analyzes components of health-

related fitness (combine 3rd and 4th grade)

1.5.1 Understands how the body’s function and composition are affected by food consumption

1.1.1.a Demonstrates mature patterns and smooth transitions between movement skills in group activities

1.1.5.a Integrates movement concepts in increasingly complex

activities 1.2.1.a Points out role in maintaining a safe learning

environment 1.2.2.a Demonstrates cooperation when working to achieve a

common goal 1.2.3.a Demonstrates basic strategies in games and activities 1.3.1.a Points out benefits of physical activity for the heart,

lungs, and muscles (from 4th grade) 1.3.1.d Infers how the components of health-related fitness and

improved performance, in a variety of activities, are related (from 4th grade)

1.3.1.c Classifies fitness assessments to corresponding components of health-related fitness (from 3rd grade)

1.3.1.e Draws conclusions based on criteria from fitness assessments for effective goal setting (from 5th grade)

1.5.1.a Classifies nutrients found among food groups 1.5.1.b Explains how serving size impacts a healthy body 1.5.1.c Explains information found on a food label

POWER STANDARDS for Fitness & Health – Fourth Grade, Page 2, FALL 2011


Complementary Standards Es

sent

ial A

cade

mic

Lea

rnin

g R

equi

rem

ents

EALR

2

The

stud

ent r

ecog

nize

s di

men

sion

s of

hea

lth, s

tage

s of

gro

wth

and

de

velo

pmen

t, re

duce

s he

alth

risk

s,

and

lives

saf

ely

2.1.1 Understands dimensions and indicators of health

2.2.1 Understands the structure and function of body

systems

2.1.1.a Describes wellness

2.1.1.b Explains how being well reduces health risks

2.1.1.c Explains ways to improve health and wellness 2.2.1.b Describes major muscles and their role in movement 2.2.1.c Describes major bones and their role in movement (3rd

grade language)

EALR

3

The

stud

ent a

naly

zes

and

eval

uate

s th

e im

pact

of r

eal l

ife

influ

ence

s on

hea

lth

3.2.1 Analyzes reliable sources of health and fitness information

3.2.1.a Analyzes use of technology as a reliable source of health and fitness information

EALR

4

The

stud

ent a

naly

zes

pers

onal

info

rmat

ion

to

deve

lop

indi

vidu

aliz

ed h

ealth

an

d fit

ness

pla

ns

4.1.1 Applies daily health and fitness habits 4.2.1 Applies goals for improving health and fitness

practices

4.1.1.a Classifies fitness performance assessments to each component of health-related physical fitness

4.2.1.b Implements a plan for participation in regular physical activities at home, school, or in the community

WINTER 2012

POWER STANDARDS for Developmental Music – 4th Grade

Students have the opportunity to perform and improvise in a variety of vocal and instrumental ensembles. They experience, explore, and discover a variety of types and styles of music, including diverse cultural genres and music from various historical periods. Students use musical skills and techniques to identify and explore the elements of music.



Es

se

nti

al

Aca

dem

ic L

ea

rnin

g R

eq

uir

em

en

ts

EA

LR

1

The s

tud

ent

und

ers

tands a

nd a

pplie

s a

rts k

now

ledg

e a

nd

skill

s in d

ance,

music

, th

eate

r, a

nd

vis

ua

l art

s

1.1.1 Demonstrates whole, half, quarter, and eighth notes

and rests

1.1.1 Demonstrates dotted half, quarter, and eights note

patterns

1.1.2 Identifies and writes notes in treble clef (G clef)

1.1.3 Identifies the families of various instruments and

human voices by sight and sound

1.1.4 Performs canons, partner songs, and two part

songs

1.1.5 Understands and uses dynamic symbols such as

pp, p, mp, mf, f, and ff, while singing, playing

instruments, and moving to music

1.4.1 Demonstrates audience manners

POWER STANDARDS for Developmental Music – 4th Grade, Page 2, WINTER 2012


Complementary Standards E

ss

en

tia

l A

ca

dem

ic L

ea

rnin

g R

eq

uir

em

en

ts

EA

LR

2

The s

tud

ent

uses the a

rtis

tic p

rocesses o

f

cre

ating

, perf

orm

ing/.

pre

se

ntin

g, a

nd r

esp

ond

ing

to d

em

onstr

ate

thin

kin

g s

kill

s in d

ance

, m

usic

,

theate

r, a

nd v

isu

al art

s

2.2.1 Understands and applies a performance process

when preparing and performing music

EA

LR

4

The s

tud

ent

makes c

on

nections w

ith

in a

nd

acro

ss the a

rts (

da

nce, m

usic

, th

ea

ter,

and

vis

ual art

s)

to o

ther

dis

cip

lines, lif

e,

culture

s,

and w

ork

4.4.1 Examines general attributes of music from a

specific culture

2.3.1 Compares and contrasts western and world music

3.2.1 Compares and contrasts how musical styles and genres can

communicate for a specific purpose

power standards for ela: reading – grade 4...

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